Orientation in time and world through history and civic education: curricular frameworks and teachers’ perspectives in Austria

The main objective of civic education nowadays—in most Western countries—is to overcome social apathy among young people, and to educate engaged and responsible citizens who will be ready to take up activities for the local, national, and global community. From this perspective, citizenship ceases to be considered not only as a relation of an individual with the state (individual rights and duties), but it becomes a more spacious conceptual category, also taking into account the issues of identity. The concept of citizenship is a transformable social construct, and therefore, civic education is also fluent and contextual. From this perspective, the school becomes an important place in the process of shaping responsible citizens. In this article, an attempt is made to analyze civic activity, as well as to understand the category of citizenship presented in selected school textbooks on the subject of civic education (pol. Wiedza o spoleczenstwie) at lower secondary education in Poland. The analysis allows to conclude that the strong discourse of civic education in the school system has not yet developed in Poland. In addition, the subject “Knowledge about society,” as the name suggests, is oriented mainly on the transfer of knowledge, not on shaping civic competences and attitudes.

The paper discusses the Finnish core curriculum (curriculum framework) for basic education, with focus on how lower secondary education in general, and history teaching specifically, is meant to develop the student's democratic citizenship. Developing the student's democratic citizenship is not an explicit aim of history teaching in the current core curriculum although the aims of history teaching there are very much about civic skills that support deliberative, participatory and liberal democracy. Support to the student's democratic citizenship and the liberal-democratic society is more visible as a goal in the sections of the core curriculum that describe the general goals and principles of basic education. In the paper it is suggested that the emphasis on the skills to construct, analyse and evaluate historical interpretations in the history curriculum overshadows more directly societal aims and political aspects of history teaching that are relevant in developing the student's democratic citizenship. It is suggested also that bringing third-order concepts in the history curriculum could valuably support the student's democratic citizenship and democratic consciousness by focusing on the personal meanings of history to the student – a perspective too often neglected in the curriculum.

This study investigates teachers’ understanding of the competency-based curriculum framework. In addition, it investigates teachers’ opinions on the promotion of civic education and social values through the curricular framework, and what impediments teachers face in implementing the curriculum on the civic education subject. A questionnaire, including structured and open-ended questions, was developed and distributed to 318 teachers. Findings of this study indicated that the majority of teachers understand the curricular framework including core and subject curricula, related to civic education and social values. In addition, findings indicate there are inadequate textbooks and insufficient professional development and training of teachers. Findings also indicate that inappropriate infrastructure and adequate equipment have a negative effect on the implementation of competency-based curricula. Recommendations highlight the need for a revision of textbooks based on the curricular framework provisions and additional training of teachers on implementing the competency-based curriculum. In addition, there is a need for providing adequate working conditions for teachers. Recommendation for future research is to include other factors such as students’ performance and outcomes of the educational process. 
 
 Received: 15 November 2021 / Accepted: 20 January 2022 / Published: 5 March 2022

The development of information technology has prompted big data to become an important force for educational progress. The purpose of this paper is to explore the application of data-driven technology in the field of civic education. Taking the civic education course of agricultural and water majors as the research object, K-prototype clustering algorithm, data mining technology and least squares support vector machine algorithm are applied to the construction of students’ portraits, recommendation of civic education resources and evaluation of the teaching effect of civic education, etc. respectively. Data-driven technology is utilized to promote the reform and enhancement of the Civic Education of Agricultural Water Specialties. In this paper, according to the data collected from the questionnaire survey, the algorithm is used to divide the students of agricultural water majors into 3 groups according to the level of ideological and political quality. According to the different characteristics of the three groups of students and the demand for civic and political learning, we recommend civic and political education resources to them, and the recommendation accuracy rate is about 90%. In the case, the teaching effect of Civic and political education in agriculture and water majors was evaluated as “good”.

The man began to live a civilized life in the study of human history; he realized the need and importance of living in a way that would not be a trouble to other living things. They were accustomed to shaping their lives because they had some understanding of the rights of others as well as their duties. The main reason for conflict to arise in any society is that human beings do not live lawfully. Humans always live by emphasizing only his rights and do not care about the duties they have to fulfill. Therefore, it is clear that there are some conflicts between individuals as well as between societies. From the school days, citizens need to understand that r to live together in a community; they must live lawfully and democratically. Accordingly, the school curriculum in Sri Lanka has taken steps to provide an understanding of political concepts for the students in schools.Special attention is paid to the Civic Education Curriculum for Grades 10 and 11. It is planned to impart the required political conceptual knowledge under ten main topics. Understanding political concepts is a skill that every citizen of society should have. Thus, updating the understanding of changing political concepts can be cited as a responsibility of education. In view of all the above, it is clear that it is important for school education to give students an understanding of political concepts. It was also noted that there are problems with the current political understanding of Sri Lanka. Therefore, it can be pointed out that it is timely and essential to find out whether the students of Grades 10 and 11 in Sri Lanka have an adequate understanding of political concepts through the subject of Civic Education. The main purpose of this research is to understand the existing knowledge gap about political concepts in the system and to produce new knowledge needed to fill it. There were two specific objectives. First one is Identify key political concepts in Civic Education and second one discovers students’ level of understanding on political concepts through Civic Education. This is a quantitative research that adopts questionnaires as a research instrument.18 teachers who teach Civic Education in grades 10, 11 were selected under the purposive Sample technique. Also, 110 students studying in Grade 11 were selected for the student sample subject to random sampling. Data collection and an autonomous questionnaire and interview schedule for students were used. Necessary data was obtained from the teachers through interviews. The data obtained from the questionnaire was analyzed in percentage terms and the data obtained from the interviews were presented in narration format under the qualitative results. Data analysis shows that civic education does not provide an adequate level of understanding of political concepts, as well as students have similar problems. Although it is often necessary to appoint teachers with expertise in the subject to teach Civic Education, it is not the case in many schools, and teachers point out that there are problems with the selection of students as this subject is included in the curriculum. These were the conclusion of the study. The basic political concepts that a citizen should know are included in the syllabus of Civic Education. Arrangements have been made to teach relevant political concepts to the students in the school. It is advisable to make Civic Education a core subject so that every student can study it. In order to teach Civic Education, it is necessary to provide special training to the teachers in that subject. Civic Education can be used as a primary source to help citizens in society protect their rights and to fulfill their duties and responsibilities on behalf of others.

ABSTRACTIn this paper, the relation between the standardization of civic education and the inequality of civic engagement is examined. Using data from the International Civic and Citizenship Education Study 2009 among early adolescents and Eurydice country-level data, three-level analysis and variance function regression are applied to examine whether there is a relation between measures of civic education standardization and inequality in three dimensions of civic engagement: civic knowledge, interest in social and political issues, and participation in the community. Inequality is conceptualized as differences in students’ civic engagement between schools and the association between social origin and civic engagement. The results demonstrate that accountability is associated with more inequality in civic knowledge, whereas centralization is associated with less inequality in non-cognitive civic engagement.

This study aims to (1) find out planning and understanding of learning by Non Pancasila and Civic Education Program Graduate (2) to find out the learning done by Non Pancasila and Civic Education Program Graduate (3) In order to know the obstacles faced by Pancasila and Civic Education teachers by Non Pancasila and Civic Education Program Graduate. The research used in this case uses qualitative research methods through interview techniques with sources in which there are vice principals in the field of curriculum, the teacher concerned from the school under study. The results obtained in this study are, there are teachers who teach Pancasila and Civic Education are graduate Teacher of Pancasila and Civic Education Study Program, Sociologists, and there are Bachelor of Laws. The teacher also experiences many difficulties in delivering the material in class. Students are shaken up by boredom because the teacher's teaching style is monotonous with lectures and memorization, moreover Pancasila and Civic Education has memorized the constitution material which makes students lazy to follow the learning process. From the results of this research, schools must also have a role in equipping Non Pancasila and Civic Education Program Graduate with adequate learning resources so that teachers have thorough preparation before entering class. Teachers must also be able to overcome obstacles that occur in the classroom so that an interactive learning process occurs with students so that Pancasila and Civic Education subjects do not become a scourge for them.

Civic Education is a subject whose main purpose is to form good citizens. One way to form good citizens, of course, is by knowing and implementing their rights and obligations as citizens. Through the learning process and the content of Civic Education material on the rights and obligations of citizens, it is expected to be able to achieve these goals. One of the distinctive features of Civic Education subject is the content of the material which is required for concepts and theories. The problem is that many educators who still use conventional learning in Civic Education learning are included in choosing their learning media. As a result, Civic Education learning feels boring and its main purpose is difficult to achieve. One of the media that can help attract students’ interest in the Civic Education learning process is interactive media using courselab applications. In addition to the selection of instructional media, the content of Civic Education material must also be easily understood, one of which is by connecting the concept/material with the appropriate environment with students. The development of the material can be done contextually. So the use of interactive learning media courselab supported with a charge-based Civic Education contextual material can be assisting in building awareness of the rights and obligations of citizens.

The purpose of this study is to find out how (1) Planning for Love of the Motherland Character Education through Civic Education Subjects at SD Negeri Karanggintung 01 Gandrungmangu Cilacap; (2) Implementation of Love for the Motherland Character Education through Civic Education Subjects at SD Negeri Karanggintung 01 Gandrungmangu Cilacap; (3) Analysis of the Implementation of Love for the Motherland Character Education through Civic Education Subjects at SD Negeri Karanggintung 01 Gandrungmangu Cilacap. This research uses a descriptive qualitative approach and with the chosen method, namely the case study method. Data collection techniques in this study used in-depth interviews, observations and document studies with interactive analysis. Based on the results of the study, it shows that (1) Education Planning for the character of love for the homeland through Civic Education subjects at SD Negeri Karanggintung 01 Gandrungmangu Cilacap was carried out with good planning. Before conducting character education, love for the teacher's homeland, educators prepare learning tools in the form of syllabi, lesson plans, assessment instruments and teaching materials. Then in learning media educators prepare laptops and LCD Projectors. Educators have an important task in teaching and learning activities in the classroom, therefore an interactive learning model with student character is needed. (2) The implementation of character education for love of the homeland through Civic Education subjects at SD Negeri Karanggintung 01 Gandrungmangu Cilacap uses learning models and learning media that are in accordance with the conditions of students so that students are enthusiastic about participating in teaching and learning activities and making learning goals easier to achieve. (3) Analysis of character education of love for the homeland through Civic Education subjects at SD Negeri Karanggintung 01 Gandrungmangu Cilacap found that character education can present positive traits for students regarding knowledge and the importance of meaning contained in civic education learning. The implementation of character education Love for the homeland has a significant influence on the formation of student character can be seen from the value of students above the minimum completeness criteria and in seen in activities that reflect the character of love for the homeland in flag ceremonies, picket squads and extracurricular activities.

Civic education is a compulsory subject within the structure of the primary school curriculum, junior high, and high schools in Indonesia. This study aimed to analyze the characteristic of the subject matter and competence of civic education in primary schools in Indonesia. The approach used in this study is a qualitative research. The results showed that the subjects of civic education at Indonesia serves as education, legal, political and educational value. Civic education as an education program in primary schools as a primary vehicle and have the essence of a democratic education carried out in order to achieve competency in the civic aspects of Intelligence, civic responsibility, and civic participation. Core competencies in civic education in primary school psychological-pedagogical competence of learners to integrate fully and coherently with the planting, development, and strengthening moral values of Pancasila; values and norms of the Constitution of the Republic of Indonesia 1945; values and the spirit of unity in diversity; as well as the insight and commitment of the Republic of Indonesia.

This article looks into the end-user impact of the civic education curricula in Albania. It discusses their goals, achievements and gaps by reviewing its processes, stakeholders and the final body of knowledge provided to school students through the civic education classes taught in the 9th, 10th and 11th classes in the Republic of Albania. It concludes that civic education texts presently used in Albania’s high schools suffer from a plethora of problems ranging from weak contents and ineffective transfer of notions to poor illustrations of concepts, contributing to the overall low impact of the subject of civic education on the students. The failure to address the low quality of the civic education textbooks in Albania at the input side and the deterioration of the delivery of civics into a merely formal process at the output side are two significant indicators that stand for the perpetuation of a culture of apathy in a country still struggling to come to terms with liberal democracy. DOI: 10.5901/ajis.2016.v5n1p237

Despite the proliferation of civic education programs in the emerging democracies of Latin America, Africa, and Eastern Europe, there have been few recent evaluations of the effectiveness of civics instruction in achieving changes in democratic orientations among student populations. We present findings from a study conducted in 1998 that examined the impact of democratic civic education among South African high school students. Using a battery of items to gauge democratic orientations, including measures of political knowledge, civic duty, tolerance, institutional trust, civic skills, and approval of legal forms of political participation, we find that civic education had the largest effects on political knowledge, with the magnitude of the effect being approximately twice as large as the recent Niemi and Junn (1998) finding for the United States. Exposure to civic education per se had weaker effects on democratic values and skills; for these orientations, what matters are specific factors related to the quality of instruction and the use of active pedagogical methods employed by civics instructors. Further, we find that civic education changed the structure of students’ orientations: a “democratic values” dimension coalesces more strongly, and in greater distinction, from a “political competence” dimension among students exposed to civic education than among those with no such training. We discuss the implications of the findings for our theoretical understanding of the role of civic education in fostering democratic attitudes, norms, and values, as well as the practical implications of the results for the implementation and funding of civic education programs in developing democracies in the future.

The place of civics in lower secondary education is somewhat at odds with the demands that the current political, economic, and environmental situation places on citizens regarding their preparation for life. In this text, we have focused on analyzing approaches to civic education from an international perspective. We have analyzed the Czech practice of civic education from 1992 to the present based on the analysis of internationally discussed types of teaching civic education and basic social sciences and selected key curriculum documents. Using an illustrative analysis of selected textbooks’ content, we could point out problematic areas of the still valid curriculum and differences in content between the curriculum and practice.

This study was conducted to identify the inhibiting factors in the implementation of the Merdekacurriculum in the Civics Education (PPKn) subject at SMK Negeri 3 Kayuagung. The data collection methodsused in this research were observation, interviews, and documentation. The data analysis techniquesemployed included data reduction, data presentation, and conclusion drawing/verification. Based on thedescription of the research findings, it was found that the inhibiting factors in the implementation of theMerdeka curriculum in the Civics Education subject were primarily internal factors. From the discussion ofthe research data, it can be concluded that internal factors play a significant role in the successfulimplementation of the Merdeka curriculum. Furthermore, the research findings suggest that the lack ofmotivation provided by teachers during the learning process, students' low curiosity and interest inknowledge related to the Merdeka curriculum, as well as teachers' limited knowledge and skills in teaching,are the main barriers to the effective implementation of the Merdeka curriculum at SMK Negeri 3Kayuagung.Keywords:, inhibiting factors, implementation, merdeka curriculum

This research aims to develop learning videos using the digital application Plotagon in the PPKN (Civics Education) subject for third-grade students at Xaverius 3 Elementary School in Palembang. The development is conducted using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The subject of the research consists of third-grade students, comprising three participants in the one-to-one stage, six participants in the small group stage, and fifteen participants in the field test. Data collection is conducted through interviews, tests, and questionnaires. The results show that the development of learning videos is deemed feasible, with percentages of 79.2% from material experts (valid category), 94.6% from language experts (very valid category), and 62.5% from video experts (sufficiently practical category). In the student trial stage, the video received a percentage of 86, 67% in the one-to-one test (a convenient category), and 77% in the small group test (a practical category), with an average of 81.83%, which falls into the practical category. Furthermore, the field test results show an average percentage of 80% in the convenience category. These results affirm that the Plotagon application-based learning video developed is suitable, practical, and effective for use in the learning process.