Constructing the nation through textbook discourse: Social representations of China in middle school civics education

The connection between speech development and civic competence in children has drawn growing interest in educational and developmental studies, with speech recognized as a key factor in fostering active citizenship. This article explores this relationship, examining how speech skills enable children to participate in social discussions, express civic values, and engage in community activities. Based on experiences of the United States, Europe, and international research, it analyzes mechanisms through which speech builds civic abilities such as communication skills, critical thinking, and social responsibility. This research also discusses how speech disorders impede community development. Evidence from various contexts highlights speech development's role in civic socialization. Studies on adolescents show that communication competence significantly predicts civic engagement, political participation, and consumer behavior, often mediating influences from family, schools, peers, and media. For example, open discussions at home and in classrooms boost motivation for civic activism by enhancing skills in information sharing and deliberation. Surveys across 28 countries indicate that schools fostering open climates for issue-based discussions achieve better civic outcomes, particularly when incorporating speech-focused activities. In Europe, youth in newer democracies display stronger participatory attitudes, supported by speech-driven digital activism, while wealthier nations emphasize social justice knowledge but often fall short in engagement norms. On the other hand, speech disorders create significant obstacles, leading to social withdrawal, reduced peer interactions, and long-term challenges in mental health and inclusion. Research on developmental language disorders and speech sound impairments shows links to reduced social competence and participation, underscoring the need for targeted interventions to restore communication pathways vital for civic competence. The problem statement notes the underrecognition of speech's role in civic education, especially given globalization's demand for intercultural dialogue. The study's purpose is to establish this connection, analyze international practices, and propose strategies to enhance civic development through speech-focused approaches. Recent research is reviewed, highlighting key studies from the U.S., Europe, and global contexts, which consistently show that dialogic teaching and pragmatic instruction strengthen civic skills. The main discussion explores country-specific practices: U.S. models emphasize mediated communication effects; Poland and Hungary integrate psycho-pedagogical support for speech issues into civic programs; Sweden and Poland target early language development for social roles; and UNESCO advocates intercultural speech training. Conclusions of this article synthesize these findings, offering recommendations such as incorporating dialogic activities into curricula, providing targeted speech therapy for children, training educators to promote inclusive civic development. This study connects speech therapy and civic education, providing useful insights for educational practices around the world.

Ki Hajar Dewantara is a figure in the world of education who is influential in Indonesia and made the date of his birth, namely May 2, a national education day and the father of education is Ki Hajar Dewantara. In his writings he indicated that with various kinds and ways of expressing ideas in accordance with the time and era and the objects he faced, all of Ki Hajar Dewantara's writings contained enthusiasm and breathed struggle. Thoughts about education have also been used until now, including in this case the existence of an independent campus or independent learning initiated by Nadiem Makarim. The purpose of this study was to find out Ki Hajar Dewantara's thoughts on citizenship education. This study uses a literature review study with the existence of data collection techniques using various books and sources in studying it. While the data analysis uses the critical appraisal method. So from this, researchers produce research on civics education based on structure, curriculum content, teachers and learning models in countries that have met education standards in the world, especially in civics education. The results of the study confirm that in Ki Hajar Dewantara's book there is an important point, namely when it is related to the flow in educational philosophy, namely liberalism that regarding tolerance, in Ki Hajar Dewantara's book can be found in education and teaching that is closely related to a particular stream of life, for example religion, belief Spirituality and others in public schools may only be given as "general knowledge" and in the basic principles which presumably can promote the development of character in general, so as a general ethnic, namely manners and decency.

This article develops a critical analysis of technosolutionism in basic education, understood as the belief that historical problems of public schooling can be solved through the adoption of digital technologies. Based on an interpretative bibliographic review, the study examines the diffusion of educational platforms within the context of digital capitalism and discusses how the discourse of innovation and efficiency has operated as a strategy for the commodification and financialization of education. The discussion draws on authors such as Morozov (2013), Williamson (2017), and Selwyn (2019), in dialogue with Cury (2014), Libâneo (2016), and Freitas (2018), who critically problematize the relationships between technology, public policies, curriculum, and teaching work. The results indicate that technosolutionism tends to deepen structural inequalities, restrict teachers’ pedagogical autonomy, and render invisible the social conditions that have historically shaped the crisis of public education. It is argued that contemporary educational challenges cannot be addressed exclusively through algorithms, applications, or monitoring systems, but require consistent public policies, adequate funding, the valorization of the teaching profession, and the construction of situated curricula. Finally, the article presents critical alternatives that seek to re-signify the use of digital technologies in pedagogical practices committed to democratic and emancipatory projects, reaffirming public education as a space for civic education and social justice.

The pedagogical experience carried out by student teachers from La Gran Colombia University at El Paraíso de Manuela Beltrán School strengthened tenth- and eleventh-grade students’ understanding of citizenship as an ethical, communicative, and environmental practice. Through collaborative workshops, students developed argumentation, critical thinking, and reflection on rights and duties in real contexts. The integration of Social Sciences, Communication, and Biology connected democratic participation with oral and written expression, as well as with responsibility toward the natural environment. The results showed greater empathy, dialogue skills, and environmental awareness. The intervention demonstrated that civic education requires interdisciplinary experiences that combine knowledge, communication, and social sensitivity to promote meaningful and sustainable learning.

<p>It is becoming increasingly clear that education is a strategic tool of promoting democratic participation and sustainable development within the Asia-Pacific region. The Education for Sustainable Development (ESD) Framework is anchored on the Social Learning Theory (SLT), Civic Engagement Theory (CET), and established the connection between the practices of college teachers and their influence on the civic engagement and orientations of students towards sustainable social development (SSD). Based on the data of 300 undergraduates, who were studied using descriptive statistics, multiple regression and structural-equation modelling, the research hypotheses were as follows: (H1) teacher democratic practices-civic participation; (H2) civic participation-sustainable social development; and (H3) civic participation mediates the teacher-practice/SSD relationship. Results showed that democratic and reflective teaching practices were a strong predictors of civic participation (β = 0.63, p < 0.001) and that civic participation was a very strong predictor of SSD (β = 0.52, p < 0.001). The partial mediation (indirect β = 0.33, p < 0.001) was established using bootstrapped mediation analysis, which shows that civic experiences of students are some of the major channels through which pedagogical practices foster sustainability orientations. The integrated SLT-CET-ESD model has a high fit (CFI = 0.95, RMSEA = 0.056) and explained 47% and 40% of the variance in civic participation and SSD respectively. The findings make teacher practices central micro-level processes that bring macro-level sociocultural change. This research builds upon the existing theory by empirically connecting educational behavior modelling, participatory efficacy, and sustainability competency in the same structural framework, which addresses the research gap of civic education in Asia-Pacific higher education. The policy implications are focused on the professional development of democratic pedagogy, the curriculum that includes civic-service learning, and institutional measures that relate the instructional practice to the UN SDG 4.7 goals.</p>

Building civic education: The contribution of the interfaith women's movement in Indonesia

This study aims to examine how values foster the national character of elementary school students. National character education is a crucial aspect in fostering nationalism, responsibility, tolerance, and love of the homeland from an early age. This research method involves examining and analyzing various research findings, books, and library research documents. The study's findings indicate that values-based civic education can be integrated through a contextual approach, role modeling, habituation, and the use of active and participatory learning methods. Developing learning that emphasizes Pancasila values has been shown to enhance students' understanding and internalization of national character. Therefore, values-based civic education plays a strategic role in shaping a young generation with character, noble personalities, and a strong sense of national awareness.

Political communication serves as a tool to influence audiences in the dissemination of political messages. One prominent form of such communication is through campaign strategies that enhance public awareness and participation, particularly among younger generations. The "Desak Anies" program, initiated by Anies Baswedan during the 2024 General Election campaign, exemplifies targeted political communication aimed at students, representing Generation Z. This study examines the effectiveness of the "Desak Anies" program in promoting political awareness and fostering student participation in democratic processes. A descriptive qualitative methodology was employed, combining literature review and secondary data analysis from relevant sources. Findings indicate that the program successfully engages students with national issues and motivates active involvement in political activities, particularly elections. Importantly, the program functions not only as a one-way communication channel but also as an interactive platform facilitating dialogue between political leaders and the younger generation. These results underscore the significance of adaptive and participatory communication strategies in delivering political education in the digital era. Keywords: Political Communication, Civic Education, Youth Political Participation, Deliberative Democracy, Political Campaigns.

Purpose: This study evaluates the impact of Civil Society Organizations (CSOs) in combating corruption in Uganda, examining their strategies, achieved outcomes, and the contextual factors influencing their effectiveness. Method: A qualitative research design was adopted. Data were collected through interviews with 58 purposively selected respondents drawn from CSOs, government agencies, and faith-based institutions engaged in anti-corruption initiatives. Thematic analysis was conducted using Atlas.ti software. Findings: The findings reveal that CSOs play a significant role through advocacy campaigns, monitoring of government programs, civic education, and follow-up on Auditor General recommendations. These interventions have contributed to increased public awareness and enhanced grassroots demand for accountability and improved service delivery. However, the persistence of high corruption levels indicates structural constraints, including limited political will, intimidation of CSO actors, bureaucratic resistance, selective enforcement of anti-corruption laws, and institutional fragility. Originality: Although legally recognized as partners in governance frameworks, CSOs operate within a politically restrictive environment that substantially limits their transformative impact. The study argues that CSO participation in anti-corruption efforts in Uganda often reflects institutional tokenism rather than genuine empowerment. The research contributes to broader debates on societal accountability, governance reforms, and the structural limits of civil society influence in corruption-prone environments.

This paper focuses on Gasper Benussi’s work, one of the central figures in Albanian language education at the end of the 19th century. Through his bilingual publications, such as Abetare gjuhës shqype (1890) and Ushtrime gjuhës shqype e italisht (1911), Benussi promoted literacy in native language and Albanian - Italian bilingualism. The work aims to highlight how his works provided linguistic, moral and civic education to young learners. Thanks to a practical approach and the use of everyday vocabulary, Benussi’s texts became fundamental tools for introducing written Albanian. The paper also aims to underline the influence of Italian language on Albanian.

Bani, Mersi. 2025. The Effect of Contextual Teaching and Learning (CTL) Learning Model Assisted by Sort Card Media on Students' Learning Interest in Civics Education Subject in Grade II SDI Sikumana 3 Kupang. Thesis, Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Citra Bangsa University Kupang. Supervisor : 1. Kristina E. Noya Nahak, S.Pd., M.Pd : Supervisor 2. Heryon B. Mbuik, S.PAK., M.Pd. This research aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model assisted by Sort Card media on students' learning interest in Civics Education subject in grade II at SDI Sikumana 3 Kupang. The background of this research is the low learning interest of students in Civics Education learning caused by the use of conventional teaching methods that are less attractive and the lack of variety in interactive learning media. This research employs a quantitative method with a Quasi Experimental Design using Nonequivalent Control Group Design. The research population consisted of all second-grade students at SDI Sikumana 3 Kupang, totaling 50 students, with a research sample of 50 students consisting of class II C as the experimental class (25 students) and class II D as the control class (25 students). The sampling technique used was saturated sampling. The data collection instrument used a learning interest questionnaire that had been tested for validity and reliability. Data analysis techniques included normality test, homogeneity test, and hypothesis testing using Independent Sample t-test. The research results show that: there is a significant difference between the learning interest of students who use the CTL learning model assisted by Sort Card media and students who use conventional learning, the average learning interest score of experimental class students is higher than the control class, and based on the Independent Sample t-test, a significance value of 0.000 < 0.05 was obtained, which means there is a significant effect of the CTL learning model assisted by Sort Card media on students' learning interest in Civics Education subject in grade II at SDI Sikumana 3 Kupang. Therefore, the CTL learning model assisted by Sort Card media is effective in increasing students' learning interest because it is able to create contextual, interesting, interactive, and enjoyable learning.

In 2018, the Ministry of Education implemented Resolution No. 7, which establishes guidelines for extension in Higher Education and makes it a part of the curriculum. This new model seeks to strengthen the social commitment of Higher Education Institutions by promoting social participation. At SENAI CIMATEC University, university extension was restructured with the creation of the Community Extension Center (NEC) in 2024. The NEC works to develop extension programs that incorporate the principles of Popular Education and Citizen Education, promoting social development and integrating teaching and research. To identify community needs, the NEC adopted the Territory Mapping tool, in which students conduct a sociocultural assessment of the location, understanding its physical, political, and cultural dimensions. The territory mapping was conducted by Mechanical Engineering and Data Science and Artificial Intelligence students between March and July 2025. This work aimed to report on the experience of the NEC team and the students, addressing the main stages of the mapping, student feedback, and the identification of potential projects. The first part of the mapping investigated basic infrastructure and environmental and cultural aspects. The second part addressed community participation, economic issues, security, and cultural manifestations. The most frequently identified cultural manifestations were music, dance, sports, graffiti, and crafts. Through their experience reports, the students demonstrated their involvement and knowledge of local realities. Territory mapping proved to be an effective tool for civic education, allowing students to connect with the realities of their communities and awakening the desire to develop relevant extension projects. The mapping results, including the identification of infrastructure, environmental risks, and cultural manifestations, will serve as a basis for future extension projects, strengthening the relationship between teaching, research, and extension, in line with the objectives of SENAI CIMATEC University.

Teachers' efficacy towards the Learning outcomes f Civic Education Subjects for Class VIIIf Cinta Rakyat 2 Private Middle School, Pematangsiantar. This research is a quantitative study using a correlational method, which aims to examine the relationship and influence between the independent and dependent variables. The population in this study was all 70 eighth-grade students, with a total sampling technique, so that the entire population was sampled. The instruments used in this study were a student learning motivation questionnaire and a teacher creativity questionnaire, while learning outcome data were obtained from summative scores for the Civics subject. The data were analyzed using multiple linear regression analysis to test the simultaneous and partial influence between variables X, (student learning motivation) and X, (teacher creativity) n variable Y (learning outcomes). The results f the study showed that: (1) there is a positive and significant influence between student learning motivation n learning outcomes f Citizenship Education, (2) there is a positive and significant influence between teacher creativity n learning outcomes f Citizenship Education, and (3) simultaneously, student learning motivation and teacher creativity have a significant influence n learning outcomes f Citizenship Education. Thus, it can be concluded that the higher the student learning motivation and the more creative the teacher in implementing learning, the better the student learning utcomes in the subject f Citizenship Education

Although the Nigerian government has introduced a range of technological innovations between 2015 and 2023, including the Smart Card Reader, Bi-modal Accreditation Voter System (BVAS), the INEC Result Viewing Portal (IReV), and Result Transmission Platforms to curb electoral malpractice, concerns about electoral credibility persist. This study aims to assess the extent to which these technologies enhanced electoral credibility in Nigeria’s 2015, 2019, and 2023 general elections. Drawing on institutional theory as the analytical lens, the study employs a documentary secondary analysis of journal articles, election reports, academic literature, and international election observer reports to evaluate the performance and limitations of electoral technologies. The findings reveal that the introduction of these technologies has reduced manipulations and fraud, including multiple voting, inflated results, and related irregularities, thereby contributing to improved transparency and electoral integrity. However, the study also identifies persistent constraints, such as infrastructure deficits, political interference, technical failures, weak institutional frameworks, insecurity, poor logistics, and pervasive vote buying, which collectively undermine the effectiveness and credibility-enhancing potential of these innovations. Despite these challenges, the 2023 general elections recorded notable progress in the deployment and acceptance of electoral technologies. The study concludes that although technology is necessary for improving the electoral process, it is insufficient to guarantee electoral credibility without robust political will, comprehensive legal and institutional reforms, and active public engagement. The study contributes to the literature on electoral governance and technology by highlighting the conditions under which technological innovations can genuinely enhance electoral credibility and by underscoring the need for civic education, transparent and efficient technological deployment, and stronger institutions to support democratic consolidation.

Voter education programme (VEP) is fundamental to democratic consolidation as it equips citizens with the knowledge, skills, and motivation to participate meaningfully in electoral processes. In Nigeria, the Independent National Electoral Commission (INEC) is constitutionally mandated to design and implement voter education programmes. However, stakeholders’ concerns persist regarding the content relevance, timeliness and inclusiveness of INEC VEP. The study was anchored on Cognitive Mobilisation Theory of Political Literacy and Participation. This study qualitatively appraised INEC’s voter education initiatives to examine the extent to which they are contextually relevant, timely, and inclusive to Nigeria’s diverse electorate. Data were collected through semi-structured interviews with INEC officials, civil society actors, and community leaders. Document analysis of INEC’s VEP materials and public outreach records complemented primary data sources. Thematic analysis was employed to identify patterns and draw inferences from stakeholders’ experiences. Result reveals that content often focuses narrowly on procedural aspects of voting while neglecting broader civic and political education which should align with local realities. Findings reveal that voter education programmes are predominantly ad hoc, and election-cycle driven, lacking continuity and early mobilisation. Moreover, inclusiveness remains partial, with limited reach to rural dwellers, youth, women, and persons with disabilities (PWDs). These limitations undermine voter awareness, confidence, and turnout, while creating opportunities for misinformation and electoral disengagement. The study concludes by recommending strategic reforms, including early planning, continuous civic engagement, participatory content development, and targeted inclusion strategies. These reforms are critical to strengthening Nigeria’s democratic culture and enhancing the efficacy of INEC’s voter education mandate.

In the face of massive ideological and political education resources and textual information, how to quickly and accurately obtain ideological and political content that meets the teaching needs is an urgent problem to be solved. In this regard, this paper constructs an information extraction dataset in the field of curriculum Civics and politics, and proposes a new NCFCA algorithm based on the neural collaborative filtering algorithm of channel attention. Simulation test and coverage test of the system designed by NCFCA are carried out in the constructed information dataset of Civics and Politics, and comparative experiments are conducted with different recommendation systems. And the NCFCA method oriented to learning resources recommendation is applied to the actual Civics teaching. The results show that the average MAE value of the five groups of experiments of the system under the NCFCA algorithm is 0.606, and the F1 value is 0.306. The coverage rate of the automatic recommendation method for college students' Civic and political teaching resources based on the NCFCA model when recommending Civic and political education and teaching resources for the users is 98.4, which is superior to the performance of the system under the other three algorithms, indicating that the NCFCA system has the highest coverage rate of the resources and the best recommendation effect. . Nearly 90% of the students think that the NCFCA method is very accurate for recommending learning ideological and political resources, and in test scores 3 and 4, the average scores of the students in the experimental group and the control group are 86.54, 86.18 and 77.40, 77.47, respectively, which is a large difference between the two, indicating that the NCFCA method can effectively improve the learning effect of the students. This study fully demonstrates that the NCFCA method proposed in the article plays an important role in promoting the precision of college students' civic education and has strong feasibility and effectiveness.

This study aims to examine the role of Pancasila and Civic Education teachers in addressing bullying behavior among students at SMP Negeri 1 Sukamulia, as well as to identify the supporting and inhibiting factors that influence this role. The background of this study is based on the increasing incidence of bullying in schools, which has a negative impact on students’ social, emotional, and moral development. This research employed a qualitative approach with a descriptive research design. Data were collected through interviews, observations, and documentation. Interviews and observations were conducted with PPKn teachers, guidance and counseling teachers, the school principal, and students. The data analysis techniques used were data reduction, data presentation, and conclusion drawing. The results of the study indicate that PPKn teachers play roles as educators, leaders, motivators, and facilitators. The supporting factors for PPKn teachers in addressing bullying behavior among students at SMP Negeri 1 Sukamulia consist of internal factors, including pedagogical competence, personality, interest, and enthusiasm of PPKn teachers, and external factors, such as family support, extracurricular activities, school policies, and government programs, including Child-Friendly Schools and the Strengthening Character Education program. Meanwhile, the inhibiting factors faced by PPKn teachers in addressing bullying behavior at SMP Negeri 1 Sukamulia include family factors, peer association factors, and students’ lack of discipline and resistance to school rules.

The degradation of civic values among the younger generation has become a serious concern and a major challenge for Civic Education (Pendidikan Kewarganegaraan/PKn) in Indonesia. This phenomenon is marked by the declining sense of nationalism, low civic engagement, weakened moral responsibility, and the growing influence of digital culture that often contradicts the foundational values of Pancasila. This study aims to analyze the forms and causes of civic value degradation among youth and to examine the role of Civic Education in addressing this issue. The research focuses on students as the main object of study, using both primary data obtained through observations and interviews, and secondary data derived from relevant literature, journals, and policy documents. A qualitative descriptive method is employed to explore the phenomenon in depth and to interpret social realities related to civic education practices. The findings indicate that the degradation of civic values is influenced by several factors, including the dominance of social media, lack of exemplary role models, ineffective learning methods, and the tendency of Civic Education to emphasize cognitive aspects over affective and behavioral dimensions. As a result, students often perceive PKn as a theoretical subject with limited relevance to real-life civic practices. The study concludes that Civic Education must undergo pedagogical transformation by adopting contextual, participatory, and value-oriented learning approaches. Strengthening character education, integrating digital literacy, and fostering critical and reflective thinking are essential strategies to restore civic values among the younger generation and to reinforce the role of PKn in shaping responsible and democratic citizens.