Abstract
The purpose of the study was to explore how social studies teachers conceptualised democracy, developed ideas about democratic citizenship and implemented their perspectives and experiences into teaching. The study used a phenomenological approach to qualitative research design. Total 528 students and 50 teachers were selected using a purposive sampling method with data analysed by Moustakas’s transcendental approach. The participants conceptualised democracy as a political system, civic participation and influence of government decision-making. They developed ideas about democratic citizenship from multiple sources, such as family members, networking, citizenship projects, professional development training, political engagement, travel, and involvement in community services. Teachers implemented their perspectives by utilising experiential learning, incorporating student’s ideas into teaching methods and employing technology. Other findings that emerged included the educator’s inadequate preparation of instructional strategies and student’s apathetic responses to learning about the democratic process. This study reveals the need for educators, teachers, and policymakers to collaborate to develop instructional practices, incorporate experiential learning experiences and improve social studies curricula to promote student engagement.
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