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Influences of the IEA Civic and Citizenship Education Studies Practice, Policy, and Research Across Countries and Regions: Practice, Policy, and Research Across Countries and Regions
Abstract
This open access book identifies the multiple ways that IEA’s studies of civic and citizenship education have contributed to national and international educational discourse, research, policymaking, and practice. The IEA International Civic and Citizenship Education Study (ICCS), first conducted in 2009, was followed by a second cycle in 2016. The project was linked to the earlier IEA Civic Education Study (CIVED 1999, 2000). IEA’s ICCS remains the only large-scale international study dedicated to formal and informal civic and citizenship education in school. It continues to make substantial contributions to understanding the nature of the acquired civic knowledge, attitudes, and participatory skills. It also discusses in-depth how a wide range of countries prepare their young people for citizenship in changing political, social, and economic circumstances. The next cycle of ICCS is planned for 2022.
In this book, more than 20 national representatives and international scholars from Europe, Latin America, Asia, and North America assess how the processes and findings of the 2009 and 2016 cycles of ICCS and CIVED 1999/2000 have been used to improve nations’ understanding of their students’ civic knowledge, beliefs, attitudes, current civic-related behaviors, and intentions for future participation in a comparative context. There are also chapters summarizing the secondary analysis of those studies’ results indicating their usefulness for educational improvement and reflecting on policy issues.
The analyses and reflections in this book provide timely insight into international educational discourse, policy, practice, and research in an area of education that is becoming increasingly important for many societies.
... Co ciekawe, bardzo wiele zidentyfikowanych wówczas wyzwań związanych z prowadzeniem porównawczych badań kompetencji obywatelskich jest nadal aktualnych (Malak-Minkiewicz i Torney-Purta, 2021b). Badacze zaangażowani w Six subject study (Bloom, 1969) wskazywali m.in., że edukacja obywatelska nie jest dobrze ugruntowanym przedmiotem, problematyczne z perspektywy badań porównawczych są takie kwestie jak bardzo zróżnicowany zakres treści i zróżnicowana organizacja nauczania tych zagadnień w poszczególnych krajach. ...
... na kwestie relacji między uczniami (w tym problem dręczenia), a także wykorzystanie technologii cyfrowych w kontekście zaangażowania obywatelskiego i zagadnienia związane ze zrównoważonym rozwojem. Te dwie ostatnie kwestie rozwijane są także w ICCS 2022, a dodatkowo badanie w większym stopniu uwzględnia problematykę dotyczącą migracji oraz postrzegania przez uczniów procesów politycznych (Malak-Minkiewicz i Torney-Purta, 2021b;Schulz i in., 2008Schulz i in., , 2016Schulz i in., , 2022. Polska brała udział w pierwszej edycji ICCS 2009 (Wiłkomirska, 2013), a także w ICCS 2022. ...
... Attitudes are also influenced by other people or institutions that give awards. Citizen behavior will be realized in behavior to participate in social and state life including tolerant behavior or appreciating inequality (Joris & Agirdag, 2019;Malak-Minkiewicz & Torney-Purta, 2021). ...
Citizenship Education requires learning strategies to be developed, namely Values Clarification Technique (VCT) and social science inquiry. Another factor that has an impact on learning effectiveness is the cognitive style which consists of field dependence (FD) and field independence (FI). The research aims: first, to find out the differences in the acquisition of tolerant values with the application of values clarification learning strategies and social science inquiry; Second, knowing the difference in the value of tolerance for those who have FD and FI; And third, knowing the interaction between the application of learning strategies and cognitive styles in the development of tolerance. Experimental research with a quasi-experimental design. The research subjects were undergraduate level students who were taking Civics courses. Four classes were selected as samples using a cluster sampling, with a total of 149 students who became respondents. Cognitive style test and tolerance test as instruments. Data analysis using MANOVA. Conclusion: first, there is a significant difference in the tolerant attitudes of students between classes that implement VCT and social science inquiry learning activities. The class that applied the VCT strategy got a posttest average tolerance attitude higher than the social science inquiry class; Second, there is no difference in the tolerant attitude of students who have a significant cognitive style; And third, there is interaction between learning strategies and cognitive styles in the development of tolerance. Overall, this research contributes to increasing tolerant attitudes which end at the academic level and attitudes of students. Keywords: learning strategies, cognitive style, tolerance
Констатовано, що становлення шкільної громадянської освіти в європейських країнах триває. Виявлено, що становлення громадянської освіти значною мірою зумовлюється розвитком ідей демократії й демократичними перетвореннями, переглядом сутності громадянства тощо; розроблено відповідну періодизацію. Визначено, що основним недоліком шкільної європейської громадянської освіти є відсутність системного підходу в її організації, так: переважно вона не реалізується як безперервна; не здійснюється необхідна мотивація до вивчення громадянської освіти, не в усіх країнах вона сприймається як важливий навчальний предмет, при тому, що є визначальною у формуванні громадянських та соціальних навичок, наскрізних умінь як активне громадянство тощо; її зміст часто зосереджується на формальних знаннях про інститути влади без належної уваги до цінностей демократії; підсилення потребує практична складова громадянської освіти; навчання громадянської освіти у форматі вибіркових предметів, інтегрованого чи міжпредметного підходу не дає можливості оцінити безпосередньо громадянські знання, вміння й ставлення; не забезпечується повноцінна спеціальна підготовка вчителів громадянської освіти; формальна громадянської освіти реалізується у відриві від неформальної та інформальної громадянської освіти. Встановлено, що тенденціями становлення шкільної європейської громадянської освіти є: поступове розширюється перелік країн, в яких громадянської освіти запроваджується як окремий обов’язковий предмет та збільшується обсяг годин на його вивчення; переглядається зміст громадянської освіти з акцентуацією на цінності демократії і толерантності, загальноєвропейську історію та культуру, різні аспекти функціонування ЄС; підсилюється практична складова громадянської освіти через педагогіку участі; запроваджується спеціалізація вчителя з громадянської освіти тощо.
This study examines the conceptualization and operationalization of the open classroom climate construct in existing empirical works. Open classroom climate is a classroom environment where adolescents can freely discuss political issues and express their opinions. The study reviewed 45 secondary data analysis articles that examined the open classroom climate construct from the Civic Education Study and the International Civic and Citizenship Education Study, the major international large-scale assessments. This review identified inconsistencies in how these studies define and analyze the open classroom climate construct. These inconsistencies arise from the different interpretations of the construct whether as an individual construct that reflects students’ distinctive perceptions or as a climate construct that represents a collective classroom experience. Due to varied conceptualizations, researchers employed different operationalization approaches, each incorporating distinct statistical methods. It led to varied results and impeded the development of a unified understanding of the concept. Our study emphasizes the necessity for a clear and consistent conceptualization of the open classroom climate construct for future works. It implores researchers to deliberate on the construct’s nature, endorsing a proper operationalization to understand open classroom climate aptly.
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’ conceptual knowledge and understanding of civics and citizenship, as well as their attitudes to, and engagement with, aspects related to civic and citizenship education. Building on previous IEA studies in this field dating back to 1971, and especially since 2009, ICCS 2022 continued to monitor changes in students’ civic knowledge and understanding, patterns of and dispositions toward civic engagement, attitudes to citizenship and equal rights as well as the school and classroom context for learning about citizenship. Furthermore, ICCS 2022 gathered data related to new developments such as increased globalization and migration, the way schools address increasing social diversity, young people’s civic engagement with digital technologies, their views of their political systems, and aspects of globally oriented citizenship. Delivered for the first time on computer in about two thirds of the participating education systems, ICCS 2022 collected a rich set of data using an international student assessment, an international student questionnaire, regional student questionnaires for European and Latin American countries, a teacher questionnaire, a school questionnaire, and a national contexts survey.
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 of school and classroom contexts using data from the school, teacher, and student questionnaires. It assumed that students learning outcomes in the field of civic and citizenship education are the result not only of teaching and learning processes, but also of their experiences at school. It focuses on participatory processes and social interactions at school, on approaches to social and cultural diversity at school, as well as on civic and citizenship education activities in the local community and in classrooms, including activities related to sustainable development and global citizenship education. Results suggest that students were actively involved in school life and that they have positive perceptions of classroom climates that were open for discussion and of their relations with teachers. Schools tended to provide activities to accommodate diversity and foster inclusion and teachers reported adoption of a variety of teaching strategies for responding to cultural and social diversity in their classrooms. Schools also reported activities inside the schools and in the local communities that provide students with opportunities to learn about topics such as human rights, citizens’ rights and the protection of these rights, responsible internet use, and environmental sustainability.
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 (including educational, economic, and political characteristics), as well as data from the teacher and school questionnaires. The data demonstrate the diversity of the ICCS 2022 participants, with large differences observed in measures of the democratic nature and the perceived level of corruption and in the degree of autonomy schools have with decision-making processes. The approach for delivery of civic and citizenship education at the target grade varied across a range of different topics including learning objectives and the way students are assessed and given feedback on civic and citizenship outcomes. Teachers and principals gave similar perspectives on what they believed the most important aims of civic and citizenship education were. Questions on teacher training revealed that civic and citizenship education is most often reported as mandatory for pre-service education and offered as part of in-service education for teachers of human/social sciences. The teachers themselves reported that they felt well prepared to teach a wide range of topics related to civic and citizenship education.
El concepto de educación cívica está en el centro de numerosas investigaciones en la actualidad. En tanto que cuestión sociopolítica, se debate su importancia como uno de los procesos fundamentales en la socialización de los individuos. En tanto que cuestión educativa, es objeto de numerosas discusiones a propósito de su organización curricular y sobre los fines a los que habría de aspirar una educación de este tipo. Lo común a todos los estudios y debates es una cierta indeterminación en cuanto al objeto de la misma, pues en todas esas investigaciones es denominada de múltiples maneras dando lugar a extensiones conceptuales de todo tipo. El objetivo del presente trabajo ha sido el de llevar a cabo un análisis teórico del concepto de educación cívica a partir del conocimiento disponible desde la teoría política, social y educativa. Así pues, tomando como referencia el método del análisis conceptual, se propone entender la misma como aquellos procesos educativos formales, informales y no formales que desarrollan determinadas competencias ciudadanas (conocimientos, actitudes y destrezas). Seguidamente, se delimitan teóricamente los ámbitos en que tiene lugar la educación cívica (formal, informal y no formal), distinguiéndolos de otros espacios de socialización donde se producen aprendizajes cívicos. Y, por último, se establecen y discuten teóricamente las dimensiones, dominios y subdominios de la competencia ciudadana, erigida en la actualidad como el resultado esperable de la educación cívica. Con todo, se destaca que estamos frente a un concepto esencialmente controvertido, y que los análisis conceptuales sobre el mismo habrán de actualizarse de acuerdo al público objeto de estudio y en atención a la realidad de cada tiempo histórico.
- The article presents the ongoing debate on Citizenship Education in Italy compared with the debate carried out both at an International and at an European levels in the recent past years. Attention is paid to the definition and the development of citizenship competences as part of the broader key competences. The results of international comparative studies are used in order to suggest changes and improvements in the proposals related to the Italian school system.
Keywords Citizenship Education, key competences, competences, school innovation.
The purpose of this chapter is to synthesize existing literature on how formal learning environments support (or detract from) young people’s civic reasoning, discourse, and (in turn) civic engagement. In addition to relevant literature from several areas of education, the authors incorporate concepts from political science as well as several branches of psychology (including community, developmental, educational, and political psychology) that approach this
topic from different theoretical perspectives. Taking into account the strengths and limitations of available literature, including how well it generalizes across educational settings and contexts, they follow this review with recommendations for strengthening research on this topic and conclude with some initial recommendations for teachers and administrators who seek to develop learning environments to foster students’ civic skills and dispositions in a variety of contexts.