Abstract
ABSTRACTThis study investigated the potential of intergenerational learning collaborations to develop civic literacy in young children in Irish primary school. The study, measured against a control group, used a mixed-methods embedded design. Quantitative results confirmed that, across a range of curriculum-related collaborations, student self-reported civic literacy ratings, substantiated by teacher checklists, showed significant improvement (p ≤ 0.01) in civic literacy scores over an academic year. Qualitative findings explained how intergenerational learning collaborations contributed to desired outcomes for civic literacy in young children.
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