This article examines attitudes of the Croatian final grade high school students towards the burdensome legacy of the Second World War and Croatian war for independence (1991–1995). Following the theoretical framework of memory studies, and implementing the concept of postmemory, we have developed a structural model connecting ideology and legacy of the wars. In addition, we have further modelled postmemory and its reliance on democratic values, namely political attitudes, trust in state institutions and political knowledge. Individualised predictors offered more nuanced analysis away from the binary understanding of pro-collaborationist and anti-fascist divide, in line with wider European trends and political culture(s).

This research examines the role of effort at the school level in ensuring climate literacy and the influence of climate literacy on the environmental behavior of children. Literature has shown that pro-environmental behavior is mediated by hope and despair amongst the children. An attempt has been made to study the same. Also, the role of climate literacy in inducing indoor generation behavior was studied. The research is based on a questionnaire developed to measure the constructs (Efforts at the school level, hope, despair, climate literacy, pro-environmental behavior, and indoor generation behavior). The questionnaires were used to survey 477 students of the middle and high-level schools in Delhi National Capital Region (DelhiNCR), India. CB -Structural Equation modeling was used to study the influence and significance of the relationships. The research revealed that climate literacy, positively and significantly influenced proenvironmental behavior, while it wasn’t positively influencing indoor generation behavior. Hope was been found to positively mediate pro-environmental behavior. This research is one of its kind and explored the psychological and behavioral implications of climate literacy amongst school students.

As democracies have deteriorated worldwide, understanding preservice teachers’ perceptions regarding teaching about the 2020 US presidential election helps teacher educators better guide them to make informed and intentional pedagogical decisions for democratic education. Through a survey study, we found that early childhood and elementary preservice social studies teachers did not express a strong degree of comfort teaching about the presidential election and were most comfortable teaching about matters of literacy and of political agreement.

In Spain social education professionals have been incorporated progressively into the educational system in certain Autonomous Communities. The necessity to integrate these professionals is the object of analysis in this work. For this purpose, a systematic literature review (SLR) of fifty-six articles published in open access from January 2000 to August 2020 has been conducted in the databases Scopus, Dialnet, Web of Science, Redalyc and Scielo. The extended criteria of the University of York were used as a validation tool. The findings reflect that the role of social education professionals is essential from the approach of an inclusive and comprehensive education in the educational system. It is clear that in a changing society the interaction of the school with its social environment is increasingly decisive in the development and training of students. Thus, the conclusions and discussion show that the social educator's role and tasks are fundamental and that it would be necessary to integrate them in all schools. As the law enacted in 2021 -Organic Law for the comprehensive protection of children and adolescents against violence- proposes, it is key to incorporate the figure of a welfare and protection coordinator in all schools.

In this paper, we explored how political knowledge related to generalised prejudice, defined as the common variance of three highly correlated specific prejudice concerning ethnicity, gender and sexual orientation. We aligned our hypotheses with the Cognitive Ability and Style to Evaluation (CASE) model, which postulates the mechanism underlying the relationship between individual-level cognitive variables and intergroup outcomes. As knowledge in its many forms correlates with and serves as a proxy of cognitive abilities, we hypothesised that political knowledge, when considered a precursor of prejudice, can be expected to act similarly to cognitive variables within the CASE model. We performed an empirical test of the hypothesised relationships on a nationally representative sample of Croatian students in their final year of secondary education (aged 17–19). As expected, there was a significant negative association between political knowledge and generalised prejudice, both direct and indirect via right-wing authoritarianism. Youth with higher political knowledge had significantly lower levels of generalised prejudice. In addition, while there were differences in the overall levels of political knowledge, right-wing authoritarianism and generalised prejudice between students attending different secondary education programmes, the pattern of relationships between these concepts was found to be stable across educational settings.

Although the curriculum ideally serves the interests of its recipients, student perspectives have been marginalised in curriculum negotiation. Our objective is to better meet the needs and wishes of vocational education students by including them in planning, acting/observing and reflecting on the citizenship education curriculum. In this participatory action research project students were made responsible for designing, developing and delivering a lesson for their peers. Data collection consisted of interviews, focus group discussions and observations during three action rounds involving five classes. Even though many teachers were initially sceptical about their students’ abilities, it turned out that students enjoyed engaging in curriculum negotiation. Students were the main drivers of the curriculum. Relevant factors for implementation were: teachers’ beliefs about student capabilities and attitudes, changing roles and responsibilities, and safe and constructive classroom dynamics. Students were exposed to a wide variety of skills and challenges. Future research should focus on studying the same participants during multiple implementation rounds. Also, opportunities for curriculum negotiation activities within other topics should be explored. Lastly, a more rigid analysis of the learning outcomes as well as the impact on personal development of students and teachers would be recommended.

This article discusses the level of digital citizenship development in Kosovo as the newest country as well as representing the youngest population in Europe. The development of this article is based on a quantitative study as well as qualitative analysis of generated statistical results and the role of the public institution in awareness, promotion, and management of the digital citizenry. In terms of quantitative analysis, a survey was conducted with a group of the population at university level aged 18–24 with 778 respondents. The questionnaire was based on 9 main traits of digital citizenship designed by Ribble and Bailey 2007. In terms of qualitative analysis, the article focuses on the main legal infrastructure and strategic documents of Kosovo to determine its standing on this new concept and a needs analysis followed by specific recommendations on how to deal with it.

Previous studies suggest that secondary school students in vocational tracks receive fewer opportunities to practice with critical-democratic citizenship than students in academic tracks. Less is known about the role of critical-democratic citizenship education in tertiary vocational education and training (VET). Utilizing questionnaire data collected in 2021 amongst 350 Dutch VET students, a structural equation model was constructed in which we conjointly studied to what extent differences in students’ attitudes towards societal awareness and sound opinion forming are associated with 1) students’ experiences regarding the curriculum content, 2) openness of the classroom climate for discussion, 3) autonomy and structure provided by the teacher and 4) intrinsic value of the experienced citizenship education. This latter element was found to be especially relevant, as it was associated with both societal awareness and sound opinion forming, whereas classroom climate played only a minor role. Students’ societal awareness was also associated with both the experienced curriculum content and the autonomy and structure offered by the teacher. These results offer important practical implications to further improve opportunities for critical-democratic citizenship in VET.

The relevance of the study lies in the fact that, in the information society, people are beginning to forget their roots, traditions, values and cultural origins, which have been formed throughout the history of the country's formation. Restoration of the lost through the study of folklore (tales, fairy tales, epics, proverbs, sayings, etc.) can revitalise the historical and cultural legacies of the past and advance global comprehension. In this regard, this article is aimed at defining the basic principles and approaches to teaching the language of Kazakh legends and other folklore works. The leading methods for studying this problem are the methods of analysis, classification, deduction, synthesis, generalization and comparison of results, which will help to study the issue of the linguistic, cultural and cognitive impact of the learning process of the language of Kazakh legends. Folklore genre studies’ features are outlined, and their salient features are emphasised; conducted a thorough literature analysis and elucidated the fundamental ideas of teaching legends; strategies, tactics, and ways to improve students’ reading comprehension in the context of teaching folklore were found.

The paper is based on the concept of political culture, which is particularly important for the maintenance and functioning of a democratic political system and is closely linked with the politicl literacy of young people. In this paper research focus is on the two dimensions of political culture – political values and trust. Specifically, the main research question is: what are the determinants of accepting constitutional values and the trust in political institutions of final year secondary school pupils? The paper use the data provided by research on political literacy of final year secondary school pupils. In order to provide answer to the research question the hierarchical multiple regression is used. In the first step, particular socio-demographic variables (sex, education of mother and education of father) were introduced. In the second step, the type of secondary school education was added. The third group of predictors encompassed the level of religiosity, generalized prejudices and authoritarianism. In the final step political knowledge was included. The introduced model provides certain explanation regarding constitutional values, but fails to explain distrust in political institutions. The phenomenon of low trust in political institutions is discussed in paper.