Respecting Diversity: A Study on the Foundations and Requirements for Developing a Curriculum to Enhance Strong Civic Competencies for Sixth-Grade Students in Municipal Schools

We analyzed, through of the results obtained in the application of the Teste 2 of the Provinha Brasil 2011 and of an matrix of competence in oral reading fluency, the performance of learners in the oral reading fluency and its convergence with the performance in the Provinha Brasil. As corpus, we take four stories without images so that students, of 2nd year of elementary school at a municipal school in Aracaju, made oral reading. During the analysis, we correlated the competence in oral reading fluency developed by students, and verified by matrix proposed in this study, with the results obtained in Test 2 of the Provinha Brasil 2011. We conclude that the links between the matrix of competence in oral reading fluency in conjunction with the reference matrix of the Provinha Brasil 2011 allows significantly contribute to the improvement of communicative competence and literacy of the learner student.

The study examined the perception of Civic Education teachers on Civic competence of senior secondary school students. It also examined teachers’ perception towards Civic competence of senior secondary school students. It further determined the difference in teachers’ perception and attitude on civic competence of senior secondary school students based on gender. The study adopted survey research design. Teachers of Civic Education in senior secondary schools in Osun State constituted the population for the study. Three hundred (300) teachers constituted the sample size for the study using multi-stage sampling procedure and simple random sampling techniques. An instrument titled: ‘Perception and Attitude of Teachers on Civic Competence Questionnaire’ (PATCCQ) was used for data collection. Two research questions and two hypotheses emanated from the study. Data collected were analyzed using frequency counts, simple percentages and Multivariate Analysis of Variance (MANOVA). The results among others showed that majority of the teachers (67.0%) had positive attitude towards civic competence of their students. Also, there was a significant difference in teachers’ perception on civic competence of senior secondary school students based on gender (F = 8.725, p<0.05) and religion (F = 2.739, p<0.05) respectively. The study concluded that teachers have good perception and positive attitude towards civic competence of senior secondary school students in the study area in Osun State.

Apart from a small-scale study that the authors of this chapter conducted at three municipal schools in 2017-2018, there have been no systematic empirical investigations of how understandings of moral agency and ethical formation have developed and changed in Danish school settings. This chapter uses the aforementioned study to ground a pedagogical-philosophical discussion of how and whether the term moral education makes sense in a Danish context. Due to its size, we view the empirical study as exemplary, not representative, using it as our starting point for a discussion of why the educators that participated often seemed to connect the term moral education with some form of moralization. We then suggest that 'moral agency' and 'ethical formation' (Bildung) might be more suitable terms for discussing moral education in a Danish context. Furthermore, we discuss why moral development is often not explicitly discussed in Danish educational contexts. We argue that educators cannot avoid influencing their students' moral understanding and agency due to the inherent normativity of education and teaching. This raises the question: How (and to what extent) can educators support students' moral agency, ethical formation, and competence to deal with ethical issues without explicitly teaching ethics and addressing moral conduct? Theoretically, we draw on the German and Nordic Bildung tradition, which is influential in Denmark, while discussing and illustrating how such approaches might support moral agency in a democratic framework. To further analyze moral education with regard to democratic values, we distinguish between non-expansive and expansive approaches. In Denmark, a center for character education is about to be launched. We briefly explore the values and ideas on which this center is to be founded by discussing character education in Denmark from historical, democratic, and contemporary perspectives. We conclude the chapter by outlining a vision for how Danish educators might better support students' moral agency and ethical formation in the future.

The relevance of the declared problem is due to the attention of modern Ukrainian pedagogy to the problem of developing a conscious and self-sufficient personality who is able to communicate and interact with other people, and is responsible for the processes taking place in society. The essence of the concepts of «civic competence» and «social competence» is clarified, a number of differences between them are identified, and the meaning of civic and social competences is analyzed. A number of studies by Polish authors devoted to the problem of forming civic and social competencies in students are annotated and analyzed. These works express the idea that a person’s social and civic competencies determine how they perceive the world, are they ready to actively change it, are these competencies important at every stage of a person’s life, as they allow them to function among and with people, that the formation of civic stance and the promotion of socially desirable behavior among students are fundamental tasks assigned to the school, that in order to develop relevant competencies in students, it is necessary to create projects and learning platforms that go beyond the formal school space and allow students to acquire practical skills.

This study aimed to design and validate an instrument to assess teachers' perceptions of the development of social and civic competencies in secondary school students. A quantitative methodology based on expert judgment was used. Seven education specialists with more than five years of experience in teaching, research, or educational consulting participated. Knowledge (Kc), argumentation (Ka), and expert competence (K) coefficients were calculated, obtaining values above 0.8 in all cases, confirming the robustness of the validation process. The results demonstrated high internal consistency of the questionnaire, with an overall Cronbach's alpha of 0.954, indicating excellent reliability. The criteria of coherence, clarity, scale, and relevance achieved Cronbach's alpha values above 0.94, demonstrating the relevance and comprehensibility of the items. Furthermore, item-total correlations ranged from 0.744 to 0.979, reflecting the adequate integration of the instrument's elements. In conclusion, the validated instrument demonstrated high validity and reliability, allowing for the accurate assessment of social and civic competencies. Its versatile application across different subjects makes it a useful tool for identifying areas for improvement and strengthening students' comprehensive education, providing a solid foundation for future research in the field of education.

The article actualizes the problem of formation and development of civic competence in modern Ukrainian society. Its importance for educational institutions of different levels is determined; the necessity of working on this issue with primary school students is emphasized. The newest educational documents (the Concept of National and Patriotic Education, the State Standard of Primary Education, the Model Educational Program, the Concept of the New Ukrainian School) on the essence of civic competence, goals and objectives, mandatory learning outcomes for students in terms of civic competence are characterized. The potential of literature for children and youth as means of forming and developing the civic competence of primary school students is determined, the possibilities of its use in extracurricular activity on this issue are revealed. Based on the analysis of the latest publications, texts for children and youth that can be used by primary school teachers in extracurricular practice to develop civic competence in grade 4 are grouped. The system of tasks for the development of civic competence of primary school students (grade 4) in the process of extracurricular activity is presented. Іnformation about the approbation of the system of tasks in the process of pedagogical activity is provided.

The concept of "teacher competence" has been used as a defining concept in explaining the competence levels of teachers in different fields since the early 2000s. However, with the publication of the 2019 Turkish course curriculum, it was seen that this concept was not included in the program, but instead "competence areas" were explained in detail. In this context, the study aimed to evaluate the 2019 Turkish Lesson Curriculum in terms of teacher competencies. Before the publication of the curriculum 2019, primary teaching competencies in the literature were investigated and listed, and the Turkish lesson curriculum was then evaluated considering those teacher competencies. In the 2019 Turkish Lesson Curriculum, unlike other programs, the scope and content of competency areas were defined in detail. Thus, the analysis of competency areas by teacher competence contributes to the literature. In the literature, teacher competencies were associated with various skills such as "digital competence," "learning to learn," "social and civic competencies" and "the sense of initiative and entrepreneurship." The 2019 Turkish Lesson Curriculum was assessed considering those skills. Accordingly, in the Turkish Lesson Curriculum 2019, the most critical competence area is the "digital competence" dimension. We can see the reflections of digital competence in the definition of skills and educational text types. The precondition for fostering digital competence in students is that teachers have digital competence. Thus, it is suggested to redefine and determine teaching competencies, knowledge, and skills related to "digital competence.”

Game activity as one of the effective teaching methods plays an important role in the formation of key competencies of primary school students. The article identifies and systematizes the peculiarities of the development of key competencies of primary school students through the use of game activities in physical education lessons. The competence-based approach to the implementation of the key reform of schooling «New Ukrainian School» through the formation of key competencies is indicated: communication in the state language; communication in foreign languages; mathematical competence; basic competencies in natural sciences and technologies; information and digital competence; lifelong learning skills; initiative and entrepreneurship; social and civic competence; cultural awareness and expression; environmental literacy and healthy lifestyle. Different approaches to the formation of key competencies of junior schoolchildren in physical education lessons through game activities are revealed. The game competence is characterized as the ability of a child to understand, create and participate in various games, which includes physical activity, joint interaction with peers, development of strategic and tactical thinking during the game, as well as the ability to follow the rules of the game and sports ethics. Further elaboration of the problem of developing students' key competencies through game activities is emphasized.

This study attempts to finalize the idea of civic education assisted by podcast media to strengthen the civic competence of blind students. This research is based on descriptive qualitative, because it is natural, participatory and in-depth. The results of the study are that the idea of civic education assisted by podcast media is able to strengthen the civic competence of blind students because the presentation of civic education material is realized verbally or in dialogue in line with the needs of blind students. The stages of civic education practice assisted by podcast media are, finalizing the theme, interactive dialogue, narrative evaluation and reflection, then overcoming the individual or medical model of disability and also the charity model of disability, then reflecting the social model of disability, then making civic education more inclusive and accommodating to disabilities.

In the contemporary digitally interconnected society, social media exerts a pivotal influence on acquiring knowledge and skills, particularly among the youth. This research investigated the impact of social media exposure on the civic competencies of university students, aiming to develop an enrichment learning plan. Using a stratified sampling method, a survey questionnaire was administered to 100 students from the College of Teacher Education (CTE) BSED Department across all academic levels at a state university. The study utilized Pearson correlation analysis, revealing a significant and strong positive relationship between social media exposure and civic competencies. Key contributors to civic competencies identified were civic knowledge, 21st-century skills, and political engagement. The findings indicated that increased engagement with social media enhances students' civic competencies, as shown by a strong positive correlation (r = 0.69, p &lt; 0.05). These results underscore the potential of social media as a valuable educational tool, suggesting the need for its integration into curricula to foster informed and active citizenship among students.

The article analyses characteristic changes of civic and patriotic component in the modern world and notes characteristic features and problems in forming civic consciousness of university students. The author gives special attention to bringing up a citizen in the context of modernizing the system of education and studies the main aspects of building civic competence in students of international relations. The article further considers the correlation between the concepts of "civic consciousness" and "patriotism" at the present stage within the framework of professional training of international relations specialists who stand for state interests, and presents a historical survey of building civic consciousness in future diplomats at the Collegium of Foreign Affairs in the 18th-19th-century Russia. The author stresses the importance of building up civic responsibility and legal consciousness as a reflection of state interests. The author determines and gives solid grounding to the role of civic competence in the professional training of future international relations specialists in accordance with the Federal state education standards of higher education (3rd edition) showing the necessity of developing high professional responsibility based on axiological and spiritual values. The writer comes to the conclusion that it is necessary to study the philosophical, psychological and pedagogical aspects of the process of forming civic consciousness of international relations specialists.

Secondary schools of Georgia continue to be dominated by teacher-oriented models, which are insufficient to raise citizens who are active, informed and responsible. The process of multifaceted development of each student requires the use student-oriented pedagogy that focuses on developing the competencies for their active participation. The data collected from target group (374 teachers) by questionnaires were processed by statistical software package R. More than 120 variables were used in the study. The correlation matrix with polychoric correlation coefficients was used to select the variables participating in the analysis. The research revealed a positive correlation between the systematic, purposeful and confident application of the practice of collaborative teaching approach and strategies by Georgian school teachers and the development of civic competencies in students. Particularly, collaborative teaching reinforces in students: (a) affiliation to school, their integration and perception of themselves as members of the school community; (b) acceptance of different groups and cultures, respect for and observance of different views; (c) reduction of racism, chauvinism, and religious intolerance and development of a tolerant attitude; and (d) autonomy and self-organization, formation of a positive attitude towards the learning process. The collaborative learning process promotes both the democratic culture of the school and the social and civic competency of the students.

This scientific publication explores in detail the possibilities of the interdisciplinary approach in geography and history education for the targeted development of key competencies in students. In the modern educational context, where the emphasis is mainly on the acquisition of skills necessary for successful personal and professional development, the integration of knowledge and skills from different subject areas is gaining increasing importance. The presented scientific work analyzes the main theoretical statements on the issue under consideration, noting the specific connections between geographical and historical science, which could be effectively used for the formation of key competencies such as: critical thinking, solving cases and problems, communication and presentation skills in Bulgarian and a foreign language, digital skills, social and civic competencies, initiative and entrepreneurship, as well as lifelong learning and cultural expression. Through specific examples and pedagogical strategies, the ways that could further develop and optimize the educational process, as well as significantly increase the motivation of students, are presented. In conclusion, the benefits and challenges of implementing the interdisciplinary approach in geography and history teaching are summarized as a good practice for developing key competencies that correspond to contemporary educational requirements in Bulgaria and around the world.

Introduction. The article identifies and reveals key aspects of the formation of a teacher’s civic competence for the New Ukrainian School. The authors outline the essence of civic competence and the methodology for its formation. The publication uses examples to reveal the formation of civic competence of future teachers of history and civic education of the Taras Shevchenko Kremenets Regional Humanitarian and Pedagogical Academy in the practical plane during their training in the Kremenets Museum of Local Lore. An important aspect of such educational activity is the creation of conditions for future teachers that allow them to study local history and cultural heritage in depth; this approach stimulates the development of students’ skills of critical thinking, analysis of historical sources and interpretation of past events in order to form their own position. Thanks to the use of museum exhibits and artifacts, students have the opportunity to delve into real historical contexts, which contributes to the awareness of the importance of civic activity and responsibility in society. The purpose. The purpose of the study is to clarify the essence and components of civic competence and its formation in future teachers of history and civic education in the process of professional training using the example of educational museum practice. Methods. To solve the research problems, a complex of general scientific and specialized methods (synthesis, analysis, etc.) was used. Results. The article analyzes the educational level of educational practice in the museum, which provides students with the opportunity to use the acquired knowledge in practice, through the organization of excursions, interactive lectures and thematic classes for young people. Such tasks help students develop communication skills, adapt educational material to different age groups and stimulate them to actively interact with the community. In addition, working with museum materials makes it possible to realize the importance of preserving national memory and cultural heritage as integral components of civic competence. Originality. The scientific novelty of the research results lies in the introduction into scientific circulation of examples of the formation of civic competence in students during museum practice. Conclusions. Thus, museum teaching practice is an important stage in the preparation of future history teachers, as it allows them to form and develop not only knowledge, but also practical competencies necessary for the effective upbringing of a civic-minded generation. Through participation in museum events, researching exhibits, and studying the legal aspects of museum activities, future teachers learn key principles of civic awareness, which helps them prepare to educate a generation of responsible citizens.

With the proliferation of information and communication technologies (ICT), antisocial cyber-behavior has emerged, where teachers have a crucial role in the prevention and management of this behavior, focusing on developing actions that promote emotional and civic competences in students, where the skills and beliefs of the teacher are also a key piece. The purpose of this study was to develop an instrument to analyze the impact of these factors on teachers' actions to manage students' antisocial cyber-behaviors. A higher-order causal model was proposed following the partial least squares (PLS) method. The study was conducted with a sample of 835 active teachers from different educational stages from Spain, who taught in the following educational stages: Early Childhood Education, Primary Education, Secondary Education, Adult Education and Vocational Training. The main finding indicates that teachers' beliefs, coupled with their conflict resolution skills and approaches to fostering civic competencies, significantly influence (accounting for 50.30% of the real variance) their actions in managing cyber social behaviors. The study further reveals a connection between teachers' actions to enhance emotional and citizenship skills in students and their proficiency in conflict resolution. Consequently, the study underscores the importance of teachers possessing effective conflict resolution skills. These findings hold practical implications for education, as the developed causal model provides a deeper understanding of the factors influencing teachers' actions, facilitating targeted interventions in specific areas.