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The International Civic and Citizenship Education Study (ICCS 2022) collected data on the ways in which education systems across different countries prepare young people to become citizens. The European student questionnaire was first introduced in ICCS 2009, and represented, together with the other regional instruments, an innovative feature of th...
Since its establishment, the free movement of workers has been one of the founding principles of the European Union. The International Civic and Citizenship Education Study (ICCS) 2022 European questionnaire asked students about their agreement or disagreement with a series of statements concerning freedom and restriction of movement within Europe...
Sustainability is one of the new focus areas of the International Civic and Citizenship Education Study (ICCS) 2022. The European student questionnaire measured students’ attitudes related to environmental sustainability (i.e., their endorsement of environmental cooperation in Europe), and students’ behaviors related to sustainability (i.e., their...
The International Civic and Citizenship Education Study 2022 European student questionnaire investigated students’ attitudes toward cooperation among European countries, students’ positive and negative expectations for the European future, and their attitudes toward the European Union. Findings revealed that most of the European students supported...
This chapter includes a summary of the main findings from the International Civic and Citizenship Education Study (ICCS) 2022 European student questionnaire and discusses implications for policy and practice. Key findings showed that most European lower-secondary students expressed a strong sense of European identity, that has increased across the...
The International Civic and Citizenship Education Study (ICCS) 2022 European student questionnaire investigated students’ sense of their European identity (since ICCS 2009) and it also provided data on students’ opportunities to learn about Europe at school. Findings revealed that European lower-secondary students reported a strong sense of Europea...
This chapter analyses students’ expectations for their own lives in the future and their perceptions of the importance of some aspects of their lives in the future. Results showed that, across European participating countries, nearly all students hold positive expectations about their own individual future, with most of them believing that they wer...
This chapter describes the contextual information collected during the International Computer and Information Literacy Study (ICILS) 2023 in order to aid understanding of variation in the primary outcome achievement measures of the study: students’ computer and information literacy (CIL) and computational thinking (CT). Both outcome measures may be...
In this chapter we report on students’ civic knowledge achievement in the International Civic and Citizenship Education Study (ICCS). The chapter begins with a description of the test instrument used to assess civic knowledge. This is followed by an explanation of the development and content of the ICCS civic knowledge proficiency scale used to mea...
Civic and citizenship education is concerned with attitudes toward aspects of democratic principles, civic institutions, civic roles, and identities, as well as social cohesion and diversity. The International Civic and Citizenship Education Study 2022 investigated variations in those attitudes, and associated factors, as well as changes since prev...
An important aim of civic and citizenship education is to prepare young people so that they can engage with civic institutions and issues and become actively involved as citizens in adult life. The International Civic and Citizenship Education Study 2022 investigates aspects of civic engagement and factors that are related to that engagement. It fo...
Data from the International Civic and Citizenship Education Study 2022 were used to conduct multivariate analyses to investigate how contextual, as well as other learning-related factors, influence students’ civic knowledge and their expected political participation as adults. For civic knowledge, a multilevel analysis was conducted including stude...
The International Civic and Citizenship Education Study (ICCS) 2022 provides information about the educational systems that participate in this study, using a range of different sources, including a National Contexts Survey (with questions about the system level contexts for teaching civic and citizenship education), data from secondary databases (...
Young people construct and develop their civic knowledge, attitudes, and dispositions within several contexts: the context of the wider community, the context of schools and classrooms, the home and peer context, and the context of the individual students. The International Civic and Citizenship Education Study 2022 investigated different aspects o...
The International Civic and Citizenship Education Study 2022 provided a wide array of findings about different aspects of civic and citizenship education. Its results continued to show a great variety not only in political and socio-demographic factors but also in how this learning area is implemented across different education systems, including i...
The International Civic and Citizenship Education Study (ICCS) investigates how young people are prepared to undertake their roles as citizens across a wide range of national contexts, and it is the only international study dedicated to this learning area. ICCS 2022 gathered and analyzed data from representative national samples on students’ concep...
Like previous IEA studies of this field, ICCS 2022 emphasizes the measurement of affective-behavioral aspects of civics and citizenship through student questionnaires. These are important learning outcomes from civics and citizenship education and are organized around two affective-behavioral areas: attitudes (e.g., judgements in relation to ideas,...
An assessment of civic knowledge and understanding is a central element of ICCS 2022. Responses to questions in this assessment require students to apply cognitive processes to civic and citizenship content. The assessment encompasses student achievement that extends beyond the recall of information and includes students’ ability to reason with and...
In ICCS 2022 student outcomes from civic and citizenship education are assessed through a cognitive assessment and a student questionnaire. Contextual data that explain variations in outcomes are collected through student (international and regional), teacher, and school questionnaires, as well as through a national contexts survey. The ICCS 2022 a...
The International Civic and Citizenship Education Study (ICCS) assumes that the individual student is located within overlapping contexts of school and home. Both these contexts form part of the local community which, in turn, is embedded in the wider subnational, national, and international contexts. Students’ knowledge, attitudes, and disposition...
This chapter will describe how the cross-curricular learning area of digital competence has been conceptualized and assessed as part of national and international large-scale assessments. Digital competence can be conceived as an overarching concept that includes ICT literacy (or computer and information literacy) and computational thinking. This c...
This chapter discusses the content, design, and methods of the three IEA studies of civic and citizenship education. It focuses on the changes made between each of these studies and the contexts for this learning area. The IEA Civic Education Study (CIVED) in 1999 was developed soon after the transition to democracy in many participating countries;...
Researchers using quantitative methods for describing data from observational or experimental studies often rely on mathematical models referred to as latent variable models. The goal is to provide quantities that allow generalization to future observations in the same subject domain. A review of selected current and historical examples illustrates...
Questionnaires are a crucial part of international large-scale studies of educational achievement, such as the International Association for the Evaluation of Educational Achievement (IEA) studies on mathematics, science, reading, computer and information literacy, and civic and citizenship education. Building on IEA’s well-established technical st...
At the outset of an international large-scale assessment study, researchers typically develop an assessment framework that defines the outcomes (content, skills, and understandings) that are to be assessed in the study and provide a contextual framework that outlines the scope of contexts believed to be associated with those outcomes. A particular...
In recent decades there has been a considerable increase in an educational policy focus on providing schools and teachers with information and communications technology (ICT) for use in education. Analyses of students’ acquisition of computer and information literacy (CIL) and computational thinking (CT) need to take into account the key role that...
IEA’s International Computer and Information Literacy Study (ICILS) has contributed to understanding the extent to which young people are able to use information and communication technology (ICT) productively for a range of purposes. Those purposes relate to what happens in school and in other environments such as home, society, and future workpla...
In the International Computer and Information Literacy Study (ICILS) 2018, computational thinking (CT) assessment was an option for participating countries participating. Eight countries and one benchmarking participant participated in the CT assessment. In this chapter, the CT assessment instrument and the proficiency scale derived from the ICILS...
In the International Computer and Information Literacy Study (ICILS) 2018 assessment there is a focus on students’ abilities to use computer technologies to collect and manage information as well as to produce and exchange information. According to the framework, computer and information literacy (CIL) comprises four strands, each of which is speci...
The International Computer and Information Literacy Study (ICILS) 2018 investigated students’ experience of using information and communication technology (ICT), their frequency of using ICT for a range of different purposes at and outside of school, and their dispositions toward the use of ICT. This study built on the knowledge about variations in...
Prior to the International Computer and Information Literacy Study (ICILS), research into learning outcomes related to information and computer technologies (ICT), and factors associated with student achievement in this area had generally been based on a few national studies. ICILS 2018 used multilevel models to assess the extent to which factors a...
IEA’s International Computer and Information Literacy Study (ICILS) was developed in response to the increasing use of ICT in modern society and the need for people to have the capabilities necessary to participate effectively in a digital world. This report presents results from the ICILS survey in 2018 and provides an international perspective on...
The International Computer and Information Literacy Study (ICILS) 2018 collected and reported information relating to the national contexts in which computer and information literacy (CIL) and computational thinking (CT) are developed for grade eight students. This information illustrates the range of national approaches regarding curriculum, asses...
This Open Access book summarizes the key findings from the second cycle of IEA’s International Computer and Information Literacy Study (ICILS), conducted in 2018. ICILS seeks to establish how well schools around the globe are responding to the need to provide young people with the necessary digital participatory competencies. Effective use of infor...
ICCS 2016 incluyó, además de los instrumentos centrales de la encuesta internacional,
instrumentos regionales para Europa y Latinoamérica. El presente informe se enfoca en los cinco países que participaron en la encuesta regional latinoamericana del estudio y que aplicaron el correspondiente cuestionario regional para estudiantes. El informe se bas...
This chapter describes the contextual information collected during ICILS 2018 in order to aid understanding of variation in the primary outcome achievement measures of the study: students’ computer and information literacy (CIL) and computational thinking (CT).
The ICILS CIL construct was established and measured in response to the pervasive belief in the value of CIL-related competencies for participation in the 21st century.
The ICILS CIL framework was initially developed for ICILS 2013. At the time, it was noted that there was a variety of terms relating to CIL in the research literature (see, for example Virkus 2003) and that the development of context-specific constructs related to CIL had led to a proliferation of frequently overlapping and confusing definitions (F...
The ICILS test is designed to provide students with an authentic computer-based assessment experience, balanced with the necessary contextual and functional restrictions to ensure that the tests are delivered in a uniform and fair way.
This open-access book presents the assessment framework for IEA’s International Computer an Information Literacy Study (ICILS) 2018, which is designed to assess how well students are prepared for study, work and life in a digital world. The study measures international differences in students’ computer and information literacy (CIL): their ability...
This chapter reviews the basic concept of measurement invariance and its challenges with regard to international large‐scale assessments (ILSAs). It examines to integrate measurement invariance evaluations with substantive insights into measurement bias. The chapter argues beyond the existing measurement invariance evaluation that a generic latent...
Correction to: W. Schulz et al., Becoming Citizens in a Changing World, https://doi.org/10.1007/978-3-319-73963-2
Most students in ICCS 2016 Latin American countries said they would not be bothered by having members of different social minority groups as neighbors.
This report describes results from the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016) for the five countries in the Latin American region that participated in the study. It focuses on aspects of particular relevance for this geographic region and should be read within the broader context of other publication...
Important differences were also apparent in relation to political context, with considerable variation in voter turnout, female representation in parliament, and support for democracy.
Although only minorities of students tended to endorse the use of violence, there were considerable differences across the participating countries. Female students, students who expected to complete a university education, and students with higher levels of civic knowledge were less likely than the other students to express positive attitudes towar...
Unlike more established Western democracies, most countries in Latin America returned to democratic rule only three or four decades ago or even more recently, and their political, social, and economic stability is often still called into question.
While the ICCS 2016 Latin American students tended not to agree with corrupt practices, there was some variation across countries in the extent of agreement.
The IEA International Civic and Citizenship Education Study (ICCS) investigated outcomes and processes of civic and citizenship education in 2016 (Schulz et al, 2017) and 2009 (Schulz et al., 2010). In addition to investigating students knowledge and understanding of civics and citizenship those studies also studied attitudes regarding the importan...
This open access report presents findings from the five Latin American countries that participated in the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). ICCS 2016 investigated the ways in which a range of countries are preparing their young people to undertake their roles as citizens during the second decad...
Within its overarching purpose of investigating the ways in which young people are prepared to undertake their roles as citizens in a range of countries and through its questionnaire for students in participating European countries, the International Civic and Citizenship Education Study 2016 (ICCS 2016) addressed issues related to the specific Eur...
The International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries. ICCS 2016, a continuation of the study initiated in 2009, served as a response to the emerging challenges of educating young people in a world where contexts of democra...
This chapter examines students’ sense of their European identity, a construct that reflects the degree to which students identify with the European region and that is related to the affectivebehavioral domain attitudes in the ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016). The chapter also presents findings on st...
ICCS regards civic knowledge as fundamental to effective civic participation. Within the context of ICCS, civic knowledge refers not only to familiarity with the civic and citizenship content described in the ICCS 2016 assessment framework but also to the ability to apply relevant cognitive processes to this content (Schulz, Ainley, Fraillon, Losit...
The ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016) identified several contexts that have the potential to influence not only students’ learning outcomes in the field of civic and citizenship education but also their civic engagement. These contexts include the wider community, the school and classroom, the home a...
This chapter addresses Research Question 3 of the ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016): What is the extent of students’ engagement in different spheres of society and which factors within or across countries are related to it?
This chapter explores data relating to ICCS 2016 Research Question 4: What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors associated with their variation?
The ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016) states that any study of civic-related learning outcomes and civic engagement must consider the contexts in which civic and citizenship education occur.
This chapter presents some results of the multivariate analyses of ICCS 2016 data that we conducted in an effort to explain variation in three commonly investigated outcomes of civic and citizenship education: civic knowledge, expected electoral participation, and expected active political participation.
After the collapse of communist regimes in Eastern Europe and the subsequent replacement of authoritarian regimes with democratic systems both there and in a number of countries in other regions of the world since the mid-1970s, Huntington (1991) postulated a “third wave” of democratization. The end of the 20th century consequently saw widespread e...
This chapter provides findings on students’ attitudes toward European citizens having the freedom of movement that allows them to work and live throughout Europe. The chapter also considers findings on students’ attitudes toward equal rights for immigrants (e.g., voting, education). These constructs reflect the content domain related to students’ a...
Civic and citizenship education aims to provide young people with the knowledge, understanding, and dispositions that enable them to participate as citizens in society. It seeks to support emerging citizens by helping them understand and engage with society’s principles and institutions, develop and exercise informed critical judgment, and learn ab...
This chapter examines constructs related to students’ attitudes toward civic society and systems (i.e., students’ attitudes toward European cooperation and the European Union, and students’ perceptions of Europe in the future). It also examines a construct related to students’ attitudes toward civic identities (i.e., students’ perceptions of their...
The IEA’s International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2016 is the second cycle of a study initiated in 2009.
This report from ICCS focuses on data collected in the 15 co...
This open access book presents the results from the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). Using data from 24 countries in Asia, Europe and Latin America, the study investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second dec...
Most large-scale surveys of educational outcomes administer questionnaires to students, teachers or schools to collect contextual data or to measure non-cognitive outcome variables. The different approaches to the scaling of questionnaire data include classical item statistics, covariance-based factor analyses and item response modelling. Across th...
The ICCS 2016 instruments collect data relative to outcome, as well as contextual variables. Given the specific nature of a study on civic and citizenship education, outcome variables are assessed through cognitive test materials and a student questionnaire. Contextual data that explain variation in outcome variables are collected through student,...
The civic and citizenship framework identifies and defines those aspects of cognitive and affective-behavioral content3 that should be considered important learning outcomes of civic and citizenship education. It should be noted that within the context of this
framework the term “learning outcomes” is used in a broad way and is not confined to scho...
A study of civic_related learning outcomes and civic engagement needs to take the context in which civic and citizenship education occurs into account. Young people develop their understandings about their roles as citizens in contemporary societies through activities and experiences that take place within homes, schools, classrooms, and the wider...
The development of information technologies has transformed the environment in which young people access, create, and share information. Many countries, having recognized the imperative of digital technology, acknowledge the need to educate young people in the use of these technologies so as to underpin economic and social benefits. This article de...
The International Civic and Citizenship Study (ICCS) is the third lEA project investigating the role of schooling in preparing young people for their roles as citizens in society. The first study in this area began in 1971. The second Civic Education Study was undertaken in 1999. Almost 10 years on, global change has again prompted a new survey of...
The IEA International Computer and Information Literacy Study (ICILS) 2013 studied the extent to which almost 60,000 lower-secondary students in more than 3,300 schools in 21 education systems worldwide had developed the computer and information literacy (CIL) they need to participate effectively in the digital age. The study investigated differenc...
Ability to use information and communication technologies (ICT) is an imperative for effective participation in today’s digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to thi...
The ICILS Assessment Framework defines computer and information literacy (CIL) as an “individual’s ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community” (Fraillon, Schulz, & Ainley, 2013, p. 18). According to the framework, CIL comprises two s...
As part of the ICILS 2013 survey, Grade 8 students in the 21 participating ICILS countries completed a questionnaire concerning their use of information and communication technology (ICT) at home and at school, their experience of using ICT, and their access to ICT resources. Students answered this computer-based questionnaire after completing the...
In previous chapters, we described several associations between students’ computer and information literacy (CIL) and selected variables such as gender and home background. Our aim in this chapter is to investigate the combined influence of a number of variables on variations in CIL, including individual (student-level) as well as contextual (schoo...
This chapter focuses not only on the extent to which the teachers who participated in ICILS 2013 were using information and communication technology (ICT) in their classrooms but also on the classroom contexts for acquisition of computer and information literacy (CIL). The chapter’s content pertains to ICILS Research Question 2: What aspects of sch...
As part of the ICILS 2013 survey, Grade 8 students in the 21 participating ICILS countries completed a questionnaire concerning their use of information and communication technology (ICT) at home and at school, their experience of using ICT, and their access to ICT resources. Students answered this computer-based questionnaire after completing the...
Many studies (among them those by Bradley & Corwyn, 2002; Saha, 1997) show that students’ personal and home background influences their acquisition of knowledge as well as other learning outcomes. Among the student background factors found to be statistically significantly associated with educational achievement are gender, parental socioeconomic s...
The International Computer and Information Literacy Study 2013 (ICILS 2013) investigated the ways in which young people have developed the computer and information literacy (CIL) that enables them to participate fully in the digital age. This study, the first in international research to investigate students’ acquisition of CIL, has been groundbrea...
Using information and communication technology (ICT) for teaching and learning has become an increasingly common practice in educational settings, especially given that ability to use ICT is a requisite skill in today’s digital age (Ananiadou & Claro, 2009; European Commission, 2013). Research suggests that schools must have certain conditions in p...
The contextual framework for ICILS (Fraillon, Schulz, & Ainley, 2013) emphasizes the importance of establishing students’ learning environment when examining outcomes related to computer and information literacy (CIL). The framework distinguishes different levels of influence:KeywordsGross Domestic ProductNational CenterDigital ResourceIntended Cur...