Civic Competence Research Articles

ВИХОВАННЯ ГРОМАДЯНСЬКОЇ ВІДПОВІДАЛЬНОСТІ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ

In the article, the civic responsibility of the individual is interpreted as a joint creative activity, the interaction of teachers and their pupils, which stimulates the development of the best civic qualities in students by ensuring the necessary conditions for the effective functioning of the mechanism of the internal value-normative regulation of the civic behavior of the individual and its inclusion in various civic relations. Such a pedagogical process provides for the final result (harmonious personal development of citizens, optimization of civil interpersonal interaction) and the means of its implementation (availability of goals, programs, means, methods and performers). The modern modernization of the education system, which led to the emergence of new types of educational institutions, requires the search for new pedagogical technologies capable of ensuring the formation of a citizen with an active civic position, which involves not only mastering the knowledge of the rights and duties of citizens, convincing them of the expediency of democratic transformations society, the formation of high moral-willed, patriotic qualities and feelings, as well as the identification of motivated civic actions and actions. The structure of civic responsibility as a whole system, which includes three subsystems that characterize the natural, social and systemic qualities of citizenship, interconnected hierarchically and synergistically, is substantiated. The constituent elements of the structural part of the model of civil culture of the individual are presented. The components of civic responsibility are civic education, competence, activity, and experience in public activities. The development of social and civic competence in English classes within the cross-cutting content line "civic responsibility" is shown. The main methodological positions that are taken into account in the construction of the structure and dynamics of the formation of the civil responsibility of the individual are revealed.

THE CONTRIBUTION OF SOCIO-HUMANISTIC DISCIPLINES TO THE DEVELOPMENT OF EUROPEAN CIVIC COMPETENCES IN CREATIVE YOUTH

The creative youth needs a wide range of skills to realize their potential, both in their professional activity and in society. Civic competences are among the key competences, which have not yet found their well-established place in the education system of our country, as well as at European level. Contributing to the growth of the democratic culture of the creative youth, the civic competences can be fully developed in the study process of the socio-humanistic disciplines in the university education. The aim of the study was to examine the experience of training European civic competences in higher artistic education in order to contribute to the rethinking, appreciation and improvement of forms and methods, enriching the content of these experiences in modern conditions in accordance with the new realities.

Crisis remote learning during the COVID-19 pandemic: a global case study in tourism

ABSTRACT This case study demonstrates the successful application of online learning theories and principles during the COVID-19 pandemic which was the world’s largest experiment in remote learning. It examines the challenges, opportunities, and constraints to effective teaching and learning during this unprecedented time from the perspective of the educators and students, as well as the lessons learned. The case study is of a Tourism Management course that necessarily had to be taught asynchronously in 21 countries representing 10 different time zones. The primary Civic Competency assignment formerly designed locally had to pivot to being completed globally due to the COVID-19 pandemic. The case study illustrates the importance of innovation, resilience, risk-taking, and supporting resources in navigating a crisis and the opportunity to increase the global awareness of students.

Effects of Case Method on Civic Competence of Students from Different Socio-economic Backgrounds

Effects of Case Method on Civic Competence of Students from Different Socio-economic Backgrounds

평생학습관 운영체계 결정요인 분석

This study tries to find out the determinants of the lifelong learning centers operating system. As related policies spread nationwide, the role of lifelong learning centers is growing. Its role is to perform various functions based on the Lifelong Education Act, but it is difficult to establish an appropriate operating system for the Lifelong Learning Center according to the size and situation of each city. Therefore, this study aims to develop the determinant factors so that local governments can determine the operating system of lifelong learning centers in consideration of local conditions. To this end, Delphi surveys and AHP analysis were conducted on experts in related fields, focusing on the case of Gwangmyeong-city. According to the research results, two areas and ten sub-items were derived as indicators for judging the lifelong learning center operation system. Detailed indicators consist of the areas of lifelong learning city performance, including their delivery system, citizen participation system, civic competency improvement, drive, and the area of sustainable management, including expertise, cooperative governance, publicness, autonomy, employment stability, and flexibility. In order to utilize the analyzed determinants, the importance of each item was analyzed and the weight was obtained. In general, the weight of lifelong learning city performance areas was high, indicating that it was more important to establish a lifelong education system throughout the city so that all citizens could participate in learning than the management of lifelong learning centers. As factors derived from the study, it was confirmed that it is important for the Lifelong Learning Center, which is a central institution and think tank for lifelong learning policy development and implementation, to implement collection of professional manpower, develop and operate civic-led education, and to practice local networks. Therefore, this study presents criteria for determining whether these roles can be performed well for each existing operating system of direct management, private consignment, and foundation.

NATIONAL IDENTITY AS A COMPONENT OF THE CIVIL STUDENTS’ YOUTH CULTURE

The concept of national identity as a component of the civic students’ youth culture formation is revealed. It is noted that in recent decades, education is recognized as the main tool for creating a humane, equal and attentive to human needs society. The main tasks of education include the formation of values and the appropriate lifestyle for modern youth. According to the new approach, the focus is on political, legal and civic education. The article analyzes the use of the terms “national identity”, “national self-identity” and “national consciousness” as synonyms, as they express the ability to focus on objects of the external world, and at the same time focus on states of inner spiritual experience themselves as a certain community (nation), awareness of its essential features and separation of “we” from “not we”. The pedagogical bases of the students’ preparation for patriotic education in the pedagogical university are defined and include the following provisions: achievement of the purpose of preparation – the formation of readiness of the future teachers for the patriotic education of students (is carried out on the basis of interaction of public and personal interests); appropriate teaching and education forms and methods selection in order to prepare future teachers for professional activities, taking into account the new requirements and objectives of society. Accordingly, the following aspects of the future teachers’ readiness for patriotic education are singled out: moral and psychological, practical, which in their unity provide students with the necessary knowledge and skills, and form in them a value attitude to patriotism, and interest in patriotic education. The social order of modern teaching is to raise the implementation of the educational process to a higher and qualitatively new level, to make an integral part of the educational process civic education, and the formation of national identity, tolerance, and values.
 Keywords: national identity; national consciousness; patriotic education; civic culture; civil education; civic education; civic competence; civic activity.

Формування соціально-громадянської компетентності у дітей старшого дошкільного віку

The article is devoted to the problem of formation of social and civic competence in preschool children. The author analyzes the current state of the problem of formation of social and civic competence of preschoolers in preschool institutions, analyzes the current regulations; the conceptual apparatus of the researched problems is characterized; forms, methods, means of formation of social and civic competence in preschool institutions are determined; emphasis is placed on creating an educational environment based on democratic values. In accordance with the Basic Component of Preschool Education (State Standard of Preschool Education) (2021), a new key competence has been identified – social and civic. The author of the article is a co-author of the working group of developers of the State Standard of Preschool Education. Therefore, much attention in the article is paid to the study of this issue. The main types of activities (game, communicative, health-preserving, artistic-aesthetic, cognitive-research) in the process of which social and civic competence is formed are determined, they are characterized through the prism of emotional and value attitude, knowledge formation; life skills; parental involvement. The content component of the formation of social and civic competence in the context of preschool education establishments is analyzed. It is proved that the formation of social and civic competence of preschool children occurs during various forms of work using appropriate methods and tools. The article proposes forms, methods and tools that can be varied and applied comprehensively in preschool education. The main components of the democratic system in preschool education establishments are identified and characterized. The personal values of the educator are substantiated. The respective life experience is deemed to be significant in providing the context for the formation of social and civic competence of preschool children. The key leitmotif of the article is the author’s idea that citizens are not born but become citizens. Socio-civic competence should be the core of the future citizen of Ukraine. Preschool institutions should become centres of democracy formation, where everyone can express one’s own opinion, be heard, participate and live in democracy. Of course, in such conditions, children gain valuable experience, become active participants, actors, and not just executors of adult assignments. It is proved that the formation of social and civic competences in preschool children will help them learn to be proactive, make decisions, take responsibility, express their emotions and thoughts, feel that others respect them, and this respect is manifested in action.

Le competenze di cittadinanza dei volontari del Servizio Civile Universale. Uno studio empirico

The citizenship competences of the volunteers of the universal civil service. An empirical study. The paper presents the results of the research on citizenship competences of civil service operators, carried out with the participation of the Third Sector National Forum and with Arci Civil Service. The issue of citizenship competences and their enhancement is considered crucial both from the policy level and from the point of view of international studies. Eleven focus groups were conducted, aimed at volunteer operators, distributed in ten different Italian regions, for a total of 56 participants. All the discursive material produced was recorded and transcribed and made suitable to be subsequently subjected to statistical analysis, conducted in particular through correspondence analysis and cluster analysis. The choice of the method, and consequently of the tool, for the treatment and analysis of the data arose from a semiotic theoretical perspective. The data obtained from the analysis and interpretation of the speeches produced in the focus groups tell us that competence is mainly assumed as a synonym of knowledge, especially for what concerns civic competences. Even with respect to the meaning and role that the volunteer seems to assign to communication competences, the control of emotions and interpersonal skills, it seems necessary to problematize the development of these competences, considering how much the activities related to the world of volunteering have a high relational and emotional content.

Experiential learning for civic education: Student participation and voice

When experiential learning emphasizes student participation and voice, experiential learning can be an effective form of political socialization to facilitate learning processes by enhancing knowledge construction and developing civic competency. Employing qualitative research, this study examined how meaningful and significant experiential learning could not only allow students to co-construct the meaning of citizenship but also contribute to civic development and further participation. The results revealed that teachers stressed civic engagement as an important attitude of ‘good citizens’ which could have affected how they viewed and organized learning activities (such as experiential learning) for their students. Experiential learning that provided space for student participation and voice helped nurture students to become ‘good citizens’ and contributed to students’ further civic engagement despite many challenges. The findings of this study suggest that governments need to rethink their policies on integrating youth engagement to accommodate the voices and interests of young people and expand on theories of citizenship and highlights cultivating active participation as important aims of civic education.

Democracy between Spaces of Citizenship and Civic Competences: Two Explorations with Privileged Witnesses in Italian Context

The contribution analyses the results of two surveys carried out by the Italian team within the international project #ShareEU – Shaping of the European Citizenship in the Post-Totalitarian Societies. Reflections after 15 Years of EU Enlargement, on aspects of citizens’ beliefs and attitudes towards European integration, citizenship and civic competences, including the exploration of concepts such as totalitarianism/authoritarianism, democracy and “democratic life”. The results show that adults are concerned with equipping young people with skills and attitudes that will help them to think and act as citizens, advocates of a citizenship they believe in, preparing them, from the primary level of education, to play a vital role in becoming agents of change rather than simply passive observers of events. The capacity of education to succeed in building respect in individuals for fundamental human rights and the values of an ethic of citizenship is emphasised. Among the agencies, the school is confirmed as the leading institution capable of promoting a culture of citizenship that increases the likelihood that students can become citizens in their values and actions, thus avoid ing the risk of falling into disengagement and iniquity. Democracy seems to be the bearer of fundamental human and common values and is characterized as an effective approach to improve the quality of life, even if the basic question still remains that of how to teach it.

Young digital citizen answers: Can online learning improve the quality of civic education learning?

Technological developments have an impact on various fields, in education particularly, the 21st-century learning requires lectures and learners to be creative and innovative in utilizing digital media effectively, by using the right methods, the learning process in the digital era will be carried out optimally, to improve the quality of learning by learning objectives. This research used a mixed design approach with a survey as its main method. The participants of this study were lecturers and students of the PKn UPI Study Program using online learning in an online learning system (SPADA UPI) and Integrated Online Learning System (SPOT UPI) at Universitas Pendidikan Indonesia. The results show that online learning can improve the quality of Civics learning if technology can be integrated into the Civics learning curriculum, lectures who can use digital media and digital literacy, and teaching materials that can develop 21st-century civic competencies to prepare young citizens in facing the era of disruption. Students as young citizens can be directed to master digital citizenship skills so that they can become citizens who have democratic, wise, and responsible competencies in the digital era.

Distorting boundaries, amalgamating perspectives: A proposed integration of international law on protection of refugees and stateless persons in higher education curricula

Distorting boundaries, amalgamating perspectives: A proposed integration of international law on protection of refugees and stateless persons in higher education curricula

Multiparty Activism in Uganda: The Experience of National Resistance Movement and National Unity Platform

Different involvement motivations drive people into political actions. This study aimed to understand what, how, and why party members were motivated into political party activism. The focus was on the involvement motivations of the members of the new political party named National Unity Platform (NUP) and the incumbent ruling National Resistance (NRM) party. The study used a qualitative literature research strategy where qualitative secondary and primary data were collected. The secondary data involved a review of several relevant peer-reviewed journal articles, chapters in books, newspaper reports, and other documents reflecting the concept of party activism. We collected field data from twenty-four respondents using in-depth interviews. The field notes were transcribed and thematically analyzed using content analysis methods. The purposive sampling technique was used to select eighteen respondents and six respondents were identified and selected using the snowball sampling technique. The study found that party activism emerged out of various incentives, such as political events, slogans, ideology, political rivalry, and family exposure was important in the construction of civic competence. These findings suggest that political parties should involve and expose their members to different political experiences. Based on the analysis of these findings, the study concluded that many factors serve as incentives for political party activism.

Some thoughts on civic education: Lessons from the international literature

From time to time, both political scientists and education researchers articulate that the civic competences of the Hungarian youth should be developed. The phenomena, which should be tackled in this way are varied: lack of basic civic knowledge, low political interest, low level of political participation, relatively high rejection of democracy, and openness to radicalism are among the most frequently mentioned. Based on this, civic education may seem a universal therapy. Since a good deal of empirical research from mature democracies has shown the positive effects of civic education, it should be indeed kept on the list of potential solutions. However, those scholars, policymakers, and practitioners who would like to achieve change, should go beyond this superficial tip and ask the key questions of civic education. Who is a responsible citizen and how can civic education prepare students for this role? The paper does not seek to provide exclusive answers to these questions. It aims to provide a comprehensive picture of possible answers, based on the current literature of various disciplines.

Urgensi Pendidikan Kewarganegaraan Global dalam Kurikulum Pendidikan Pancasila dan Kewarganegaraan di Abad 21

This study aimed to describe the urgency of global civic education, civic education in the Indonesian context, and the conceptual framework of global civic competencies in developing the Pancasila and civic education curriculum. This study used a descriptive qualitative approach with a literature study method through several stages, including collecting library data, taking notes, reviewing data sources, and processing information. The urgency of global citizenship education was to prepare young people who understand the contemporary world, play an active role in solving national and global problems, and become proactive contributors to a more just, peaceful, tolerant, inclusive, safe, and sustainable world. Pancasila and civic education in the Indonesian context did not yet contain material for global civic education. The conceptual framework for global civic in developing the Pancasila and civic education curriculum should include three main elements: global knowledge and understanding, values and attitudes, and global skills.

The Transversality of Civic Learning as the Basis for Development in the University

The social dimension of higher education seems to have been highlighted in the most recent documents of the European Higher Education Area. Furthermore, the interest in providing future graduates with the competences necessary for their future jobs seems to have grown in recent decades. In this context, the key questions are what social competences could help graduates to enter the world of work and how universities can facilitate the development of such competences. In the present article, we clarify the role of civic and social competence in university education and offer some guidelines to orientate their learning. To address these objectives, the present study is divided into five parts. First, we define what we understand as civic or citizen competence. In the second part, we describe the reasons why we consider that the learning of civic competence may occur in different settings (formal, informal, or non-formal) of university life. We propose character education and integrated learning (IL) as promising approaches to foster civic learning in the third and fourth sections. Finally, we offer recommendations on how university leaders and professors might promote civic or citizenship competence.

Service Learning in Preschool Institutions and Their Impact on Civic Competencies of Children

Service-learning (S-L) aims to promote the quality of education as well as improve local development in the community. In this approach, a child learns theories in the preschool classroom, but practices work in the local community. The best example of service-learning is described in the Concept of education for the 21st century, where Delors(1996) states: “Learn for learning, learn to work, learn to be, learn to live together with others.“From this concept, one can notice lifelong learning that has a specific social intervention based on solidarity and realization of true needs in the community. The research was conducted on a sample of 17 kindergartens in Zenica-Doboj Canton that applied Service Learning in their work. The purpose of this study is to investigate whether Service Learning can influence the development of civic competencies in preschool children. According to the research data and statements made by a preschool teacher, children had excellent experiences during the realization of Service-Learning ( S-L). In addition, parents and community members had positive attitudes and readiness to work in partnership with kindergartens. Namely, Service-learning as a project method in kindergarten is a great example of how the youngest can set a community in motion but also encourage its development through civic participation. The acquired data suggest that Service learning had been recognized as activity “civic education” in an area that enables them to act and educate the future generation of socially responsible citizens.

The educational component “Teaching methodology of social and health-care educational sector” under quarantine restrictions

The article reveals the theoretical and practical aspects of the organization of blended learning of future primary school teachers under quarantine caused by COVID-19. On the example of the educational component “Teaching methodology of social and health-care educational sector” the article describes the peculiarities of organizing the educational process in blended format, namely providing examples of tasks that allow to form civic and social competencies of first-level higher education students under the conditions of new time challenges. The article focuses on the specificities of working in the virtual learning environment Moodle, summarizes own teaching experience of training of educational component “Teaching methodology of social and health-care educational sector”. The author's method of structuring and content of the educational component is proposed, which is reflected in the textbook. The necessity of using digital tools Canva, Padlet, Coggle for organizing group work of students during blended learning under quarantine conditions caused by COVID-19 is considered and also the samples of tasks to be completed by future primary school teachers are given. The article presents the results of a survey of applicants for the first level of higher education program 013 Primary Education, which show that students have a generally positive attitude to using digital tools Canva, Padlet, Coggle, as it positively influences the formation of their professional competence and the formation of their own methodological system. The author's method suggested in this article is incomplete and is continually being improved in accordance with time challenges.

Transformative service-learning experience through participatory project management

Studies have shown that for Service-Learning (SL) to be truly valuable and transformative, it must employ participatory project management practices and is ideally conducted in a face-to-face setting. This case study aims to highlight the strategies used to make SL projects long-term and participatory. It also measures the effectiveness of such approach in achieving a valuable and transformative SL experience for students and partner communities. Qualitative results show that students were able to develop desired personal, professional, and civic competencies. On the part of the partner communities, qualitative results reveal that they appreciate the year-long participatory SL engagement with the students that brought about high quality SL projects. Quantitative data, on the other hand, indicate that the paired samples t-test resulted in a moderate practical significant difference in the pre-and post-test scores of students when it came to their personal, professional, and civic mindedness skills. Finally, quantitative results indicate that partner communities reported that SL projects brought them a very favorable impact in terms of skills and competencies, motivation and commitments, personal growth and self-concept, and acquisition of knowledge.

CONTENTS OF THE TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE FORMATION OF STUDENTS’ CIVIL COMPETENCE

The article reveals the content potential of the course “Teaching methods of the civic and historical educational field” in the formation of civic competence in younger schoolchildren. The relevance of the problem is due to the solution of the tasks set before educational institutions by a number of regulatory documents regarding the creation of civil society in Ukraine. The purpose of the article is to substantiate the content of professional training of future primary school teachers for the formation of civic competence of students. Achieving the goal was achieved by solving a number of tasks: 1) justifying the essence of civic competence; 2) to reveal the content potential of educational disciplines for preparing students for the formation of civic competence of students; 3) to analyze the content of cognitive activity of students on the formation of civic competence in the process of studying the educational discipline “Methods of the civic and historical educational field”. Civic competence is interpreted as the ability of an individual to actively perform the functions of a citizen of Ukrainian society and his willingness to show citizenship as a personal trait for full personal self-realization and development of society. Emphasis is placed on the fact that civic competence can be formed by a teacher who is himself civically competent. In accordance with this, the analysis of the Professional Standard of the primary school teacher, OPP for the training of specialists in the specialty 013 “Primary Education” was carried out. The significant content potential of the course “Teaching methods of civic and historical educational field” was noted, which involves the study of a system of theoretical knowledge about the formation of civic competence of younger schoolchildren, about citizenship as a personal quality, and practical skills and abilities to form personal dignity, civic behavior and respect in schoolchildren to others and to Ukraine as a whole, etc.