Civic Education Research Articles

The Impact of Digitalization on Revenue Generation, Public Participation, and Allocation Efficiency

Purpose: The primary objective of the study is to assess how digital governance tools influence fiscal mobilization, citizen engagement, and optimal resource distribution at the local government level. It also aims to explore the mediating role of institutional quality, economic development, and political stability in shaping these outcomes. Methodology: The study adopts a quantitative research approach using panel data from 2010 to 2022. Secondary data were collected from credible sources including the World Bank, Bank of Ghana, and Our World in Data. Ordinary Least Squares (OLS) regression was used to estimate the relationships among digitalization and the dependent variables, supported by diagnostic tests including multicollinearity, heteroscedasticity, and stationarity checks to validate model assumptions. Findings: The results reveal that digitalization has a statistically significant positive effect on revenue generation but a significant negative effect on public participation. Its impact on allocation efficiency, however, was statistically insignificant. Institutional quality and political stability were found to significantly enhance allocation efficiency, while economic development was inversely related to both public participation and allocation efficiency. These findings underscore the contextual and institutional conditions necessary for digital governance to deliver inclusive and efficient outcomes. Unique Contribution to Theory, Practice and Policy (Recommendations): The study highlights the importance of aligning digital reforms with institutional strengthening and inclusive design. Policymakers must complement technological investments with capacity-building, civic education, and targeted digital inclusion strategies to ensure equitable benefits. The findings also have implications for public sector accounting, suggesting a shift in the role of financial managers in digital governance contexts. Future research should adopt mixed-method designs to further explore the behavioral and contextual factors influencing digital transformation outcomes.

Exploration of Dance Choreography Course in Colleges and Universities in the Context of Curriculum Civics

With the full integration of the curriculum civics education concept into the college teaching system, as an important part of art education, the dance choreography course is faced with the urgent need for the innovation of teaching concepts, the optimization of teaching content, and the innovation of teaching methods. This paper focuses on the teaching of college dance choreography courses in the context of curriculum civics, analyzes the necessity of integrating curriculum civics into dance choreography teaching, points out the problems existing in the teaching of college dance choreography courses, and discusses the innovative strategies for integrating curriculum civics into college dance choreography teaching from the aspects of teaching concepts, teaching content, teaching methods, and evaluation systems. It aims to provide theoretical references and practical guidance for cultivating dance choreography talents with both professional skills and noble ideological and moral qualities, and promote the organic unity of educational objectives and educational functions of dance choreography courses in the new era.

Citizenship in Islamic Republic of Afghanistan: civic education without citizens?

ABSTRACT This article seeks to find out how the idea of citizen was conceptualised in civic education in Islamic Republic of Afghanistan during the Western-led state-building process (2001–2021). To this end, textbooks of Civic Education are examined and discussed in the light of the interviews conducted at the Ministry of Education in Kabul in 2018. The major finding is that the textbooks of Civic Education present a content almost entirely without citizens. Instead, they reveal a ‘localised’ conceptualisation of the state and democracy in Afghanistan, the first described as an Islamic state; the latter shaped by the pattern of the Loya Jirga (Grand Council). In this picture, ‘citizen’ appears randomly a few times, either as tab’a (subject/national) or shahrwand (citizen), caught between a conceptual dichotomy. Revealing important clues about the sociology of Afghanistan, the article concludes that the Civic Education textbooks do not reflect a specific goal for generating citizens.

Civic Education Curriculum Model in Elementary Schools in Internalizing National Values and Characters

This study examines and analyzes the models and strategies in the implementation of character education in elementary schools/ madrasah Ibtidaiyah which aims to develop positive moral, ethical, and personality values in students. This research uses a qualitative approach with a literature study method by collecting sources relevant to the study of this research to be studied systematically from and comparing with character learning models in other countries in order to gain new understanding and findings. The findings of this study are (1) Involving children in social activities that begin with teaching moral values can build empathy and a sense of social responsibility (2) Civic Education learning is the main strength in integrating plural values, tolerance, historical insight, (3) The model that is relevant to the current conditions in the implementation of character education for students in elementary schools / madrasah ibtidaiyah is the exemplary model, (4) Strategies that combine character education learning with technology such as learning videos or educational games that can help students understand character values in a more fun way.

Estudios sociales en Ecuador: de la instrucción patriótica a la pedagogía crítica.

The article examines the historical development of social studies education in Ecuador from the 19th century to the present. The research analyzes the ideological foundations, curriculum reforms, pedagogical practices, and institutional struggles that emerge through the teaching of this discipline. The authors argue that social studies education has been a space of ideological and cultural disputes in which processes of nationalization, modernization, critical resistance, and education influence the formation of a reflective and committed citizenship: from nationalist civic education and forms of memorization in the late 19th century and into the 21st century, to more critical and inclusive analyses starting in the mid-20th century. With the Citizen Revolution, social studies acquired relevance by being related to 'good living' and a committed citizenship, but with several structural limits such as the lack of teacher preparation and the tension between the official discourse and teaching practice. Currently, the field faces new challenges such as the new post-pandemic realities, curricular technification, and territorial disparities, while new pedagogical movements are developing from other teaching networks and decolonial approaches. From an interdisciplinary approach based on curricular concerns, critical pedagogy, and sociological and social constructivist theories, this research focuses on rethinking the teaching of social studies based on critical thinking, collective memory, and democratic action in a territorial and intercultural framework.

Advancing Sociology of Education: A Personal Perspective on the Contribution of Sociological Research Online

Sociological Research Online has been a significant outlet for my own research, most of which is in the sociology of education, and has also furthered my own thinking in the sub-discipline by publishing a wide range of pioneering articles on different aspects of education and learning. Indeed, I have chosen to base this anniversary contribution around a selection of articles that have played a key role in my own intellectual journey – from my PhD onwards. The selection is not an exhaustive collection by any means. Instead, I have structured it around three areas of my own work: higher education; internationalisation of education; and students, politics, and civic education – and, for each, included only three articles. This inevitably means that I have had to exclude much good work in the broader sociology of education. Nevertheless, for each of the nine articles, I outline their key arguments, explore their contribution to the sociology of education, and reflect on how they have informed my own research. I then consider some of the more general characteristics of this work in the context of Sociological Research Online ’s next decade.

The Use of Religious Propaganda in Indian Politics: A Threat to Secularism and Human Rights

Religion and politics have long been intertwined in India’s complex socio-political fabric. While the Indian Constitution enshrines secularism as a foundational principle, the increasing use of religious propaganda by political actors poses a serious threat to the nation’s democratic and human rights commitments. Political mobilization based on religious identity, sectarian appeals during elections, and the strategic deployment of communal narratives have not only deepened societal divisions but also undermined the Constitutional guarantees of equality, freedom of conscience, and non-discrimination.This paper critically examines the phenomenon of religious propaganda in Indian politics, tracing its historical roots and evaluating its contemporary manifestations. It explores how political parties and leaders manipulate religious sentiments to consolidate vote banks, often at the expense of national unity and social harmony. The paper also analyzes the legal framework intended to curb such practices, including the Representation of the People Act, 1951, and relevant provisions of the Indian Penal Code, while highlighting the limitations and enforcement challenges. Through an assessment of landmark judicial pronouncements, including Abhiram Singh v. C.D. Commachen (2017), this study assesses the judiciary’s role in protecting secularism and promoting communal amity. Furthermore, it discusses the role of media and digital platforms in amplifying religious propaganda, creating echo chambers that further polarize public opinion. Drawing upon international human rights standards, including the International Covenant on Civil and Political Rights (ICCPR), the paper underscores India’s obligations to prevent hate speech and religious discrimination. Finally, it proposes measures such as stricter electoral reforms, enhanced regulation of hate speech, and proactive civic education to counter the divisive politics of religion.The paper argues that safeguarding secularism is imperative not only for maintaining India’s Constitutional integrity but also for protecting the fundamental human rights of all its citizens.

Civic education in polarized times

Civic education in polarized times

Boundary-crossing to support youth civic engagement

ABSTRACT Current research affirms the value of scaffolding authentic youth civic engagement through action-oriented methods. Yet, consistent pressure from testing, fossilized pedagogies focused on lecture, and a new spate of United States state laws curtailing civic engagement in the classroom threaten these efforts. This paper analyses the perspectives of two early-career teachers working in schools in the United States—one elementary and one secondary—that they perceived as unfriendly towards youth civic engagement while enrolled in a university-based class on civic education. They valued the vision of youth civic engagement that they learned in their university class and devalued the school-based norms that they felt constrained such engagement. We view their testimonies through theory to consider the articulated binaries and the hindrances they pose for a democratized possibility of teacher learning and the enactment of youth civic engagement. We make recommendations on how teachers’ perceived contradictions can be explored and norms of collaboration, or boundary-crossing between the university and the school, can support youth civic engagement. We illustrate how engaging more members of schools and universities in professional learning opportunities and purposefully drawing on their expertise and commitments can support youth civic engagement in schools today.

The Implementation of Authentic Assessment in Contextual Approach in Civics Education at a Junior High School in Malang Regency

This research examines the implementation of authentic assessment within a contextual approach in Civics Education at a Junior High School in Malang Regency. The contextual approach consists of seven components: (a) constructivism, (b) inquiry, (c) questioning, (d) learning community, (e) modeling, (f) reflection, and (g) authentic assessment. This study focuses on the seventh component. Using a qualitative case study approach, data were collected through observations, interviews, documentation studies, and literature reviews. The subjects include eighth-grade students, the Civics teacher, and the deputy head of curriculum affairs. Data analysis follows Miles and Huberman’s interactive method, with validation through source triangulation. Findings show that the school applies a contextual approach, integrating authentic assessment through performance, attitude, essay-based written, project, product, portfolio, and self-assessments.

Online Learning in Civic Education Research Trend: A Bibliometric Analysis

Online learning in civic education (OLCE) has been going on since the 2000s. It has become an increasingly interesting topic in light of recent technological advances and emergencies, and it contributes to improving the quality of learning processes and outcomes. This study aimed to track the publication trends of OLCE in the Scopus database (2005–2024). The method used was bibliometric, with VOSviewer software analysis. The investigation found 123 documents, half of which were articles, and the rest distributed among conference papers, book chapters, conference reviews, books, and notes. These publications were written by 320 authors from 39 different countries and used nearly 800 keywords. The number of OLCE publications increased significantly in 2021 and reached its highest peak in 2024. VOSviewer analysis showed that civic education was connected to the keywords “online learning” and “e-learning” in the case of large nodes and close distances. However, other strategic keywords, such as “MOOC,” “digital citizenship,” “artificial intelligence,” and “social media” were detected in small nodes and far distances. The keyword “global citizenship education” was not directly connected; even “ChatGPT,” the most influential OpenAI today, was not seen at all. This could mean that the development of several strategic keywords would make for a potential research study in future. This research provides new insights for researchers and institutions involved in OLCE publication mapping for future development.

Can Educational Policy Influence Major Choices in Higher Education Through Changes in School Curriculum?

The impact of high school curriculum reforms on students’ major choices in higher education remains an underexplored field, despite their potential role in shaping workforce composition, economic development, and social mobility. This study addresses this gap by examining the varying emphasis on compulsory school subjects across German states. We focus on non‐core subjects that vary significantly in importance across states (civic education) or that are part of the curriculum in some states but not in others (economics and computer science). These subjects are increasingly recognized as essential for fostering democratic values, economic understanding, and digital literacy, which also shape students’ career aspirations and educational trajectories, ultimately contributing to a skilled workforce and potentially reducing the shortage of skilled labor. Using a novel dataset documenting state‐specific introduction of compulsory courses and instructional time from 1995 to 2018, we analyze their influence on major choice. This dataset is linked with German higher education register data to assess whether increased compulsory instruction time and the introduction of compulsory courses affect students’ subsequent major choices. For our analyses, we employed two‐way fixed effects models to examine whether changes in the curriculum led to changes in major choices. Our results indicate small but positive effects of additional compulsory hours in civic education and economics on related major choices. However, our findings for computer science courses remain inconclusive. These results, along with the methodological limitations identified, highlight the need for further research on the long‐term educational implications of school curriculum reforms.

Fostering character through Pancasila and Civic Education in the digital era at Labschool Senior High School, Unsyiah

This study focuses on the role of teachers in fostering and shaping students' character in response to the challenges of the current digital era through Pancasila and Civic Education. The objectives of this research are to: (1) describe the role of teachers in character development in the digital era, (2) identify the forms of character development implemented by teachers, and (3) examine the challenges and obstacles faced by teachers in the character development process. This research employs a qualitative approach with a descriptive research design. The subjects of this study include Civics Education teachers and 11th-grade students from Labschool Senior High School, Unsyiah. Data collection techniques are triangulated, combining observations, interviews, and document analysis. Data analysis procedures involve data reduction, data presentation, and conclusion drawing. The findings of this study indicate that (1) in the digital era, teachers play a crucial role as mentors, facilitators, and role models in fostering students' character, (2) the forms of character development implemented by teachers include the application of interactive teaching methods, such as group discussions and collaborative projects, to help students learn teamwork and appreciate differences, as well as integrating character values into the curriculum, and (3) the primary challenges in character development include students' susceptibility to negative content on social media, such as the spread of false information.

Implementasi Prinsip Moderasi Beragama dalam Pembelajaran PPKN pada Siswa Kelas X di SMAN 4 Blitar

Indonesia, as a country whose population adheres to various religions, faces a high risk of religious intolerance. As an effort to address conflicts rooted in religious intolerance, it is necessary to foster an attitude of religious moderation based on the principles of justice, balance, and tolerance. One way to implement the principles of religious moderation is through Civics education for students. The purpose of this research is to describe the implementation of the principles of religious moderation in Civic learning for Grade X students at SMAN 4 Blitar. The method used in this research is a descriptive qualitative method. Data collection techniques include interviews, observation, and documentation. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The research findings show that the implementation of the principles of religious moderation in Civics learning for Grade X students at SMAN 4 Blitar is carried out throughout various learning processes. The principles of justice and balance are applied in student grouping activities as well as in the assessment stage. Meanwhile, discussion activities using the jigsaw learning method serve as the main activity in applying the principles of religious moderation in Civics learning at SMAN 4 Blitar.

Factors Influencing Political Perspectives in a Changing Society: Case Study Bangkok, Thailand

This study investigates the behavioral and perceptual factors that influence the political perspectives of residents in Bangkok, Thailand. In an era of rapid digital transformation and evolving civic engagement, traditional demographic determinants of political orientation are being increasingly supplemented by dynamic influences, including media consumption, political participation, trust in information sources, and individual interest in politics. Employing a quantitative research design, data were collected from 400 respondents using a stratified random sampling technique across all 50 districts of Bangkok. A structured questionnaire was used to measure six key independent variables: political news consumption, political participation, trust in political information sources, perceived political efficacy, social media usage for political engagement, and interest in national politics. Multiple regression analysis was applied to examine the predictive power of these variables on political perspective. The results revealed that interest in national politics, political participation, trust in political information, and news consumption had a significant influence on political perspectives. At the same time, social media usage showed a marginal effect, and perceived efficacy had no significant impact. These findings suggest that in Bangkok's urban context, political attitudes are shaped more by active engagement and trust in information than by one’s self-perceived influence over political processes. The study contributes to the growing body of knowledge on political behavior in Southeast Asia, highlighting the importance of fostering credible information environments and participatory opportunities to support democratic development. Implications for civic education, media policy, and future research are also discussed.

Educación basada en competencias vs. tradicional: un análisis en la formación cívica y ética de secundaria

The research, "Competency-Based vs. Traditional Education: An Analysis in Secondary Civic and Ethical Education," examines the differences between two teaching methods regarding the instruction of values ​​and citizenship in secondary education. The traditional methodology focuses on the dissemination of theoretical knowledge and the memorization of information, while the competency-based approach emphasizes the acquisition of practical skills, attitudes, and values ​​useful in real-life situations. In the field of civic and ethical education, the traditional model can be restricted to the presentation of abstract ideas, while the competency-based approach encourages engagement, critical analysis, and the ability to make sound decisions. The document emphasizes that competency-based education fosters a closer connection between acquired knowledge and daily life, preparing students to more effectively address social and ethical problems. However, it also mentions the drawbacks of its implementation, such as the need for teacher training and the availability of appropriate resources.

Educação CTSA e Cidade Educadora: desafios e perspectivas para formação permanente de professores da Educação Infantil

The Educating City involves a concept that transcends the traditional idea of formal education, expanding beyond the walls of educational institutions. Within the scope of this conception, a holistic approach is proposed, integrating learning into urban, social and cultural contexts. In this scenario, Science, Technology, Society and Environment Education (STSE) emerges as a promising alternative for building cities that promote continuous and meaningful learning, based on criticality, problem solving and civic education. In this article, the objective is to analyze expressive interpretations of teachers in the development of reflective education processes and in the planning of pedagogical experiences that involve STSE Education and socio-scientific issues (SSI) within the scope of the Educating City in the context of Early Childhood Education. This study presents qualitative research with participant observation, carried out through an Extension Course, in remote online mode, due to the suspension of in-person activities during the COVID-19 pandemic. Data were collected through questionnaires to learn about the participants' professional background, video recordings and written records of the topics discussed in the online meetings. Data analysis was carried out using Content Analysis. The reflections of Early Childhood Education professionals involved three dimensions: (a) curricular and methodological concepts, principles and compositions; (b) aspects related to the Educating City; and (c) educational and institutional challenges. The discussions highlighted the children's experiential contexts, relating to practices involving natural sciences, relationships between human and non-human beings and interactions linked to the development of science and technology as social constructs. The essential need to promote ongoing education actions is evidenced, highlighting the insufficiency of initial education in Pedagogy for teaching in Early Childhood Education, with regard to STSE Education.

TEACHER PERCEPTION OF MULTICULTURAL CLASSROOM MANAGEMENT IN SINGKAWANG: QUALITATIVE RESEARCH IN INDONESIA’S MOST TOLERANT CITY

Purpose: Teachers' attitudes towards multicultural classroom management determine civic education in multicultural classrooms. Therefore, this study aims to examine teachers' perceptions of managing multicultural classrooms in Singkawang, a city known for its high tolerance in Indonesia.Methodology: A qualitative research design was employed, utilizing semi-structured interviews to collect data from eight teachers (four male and four female) aged 32 to 52 years, representing Dayak, Melayu, and Javanese ethnicities. These teachers, working at primary and junior high schools, taught subjects such as Indonesian language, general classroom topics, and science. Purposive sampling was used to select participants, ensuring diverse cultural representation. Data collection occurred over October-November 2024, with interviews conducted in Indonesian and transcribed for thematic analysis based on Braun and Clarke's framework.Findings: Thematic analysis revealed six major themes: flexible classroom management, development of tolerance values, development of unity values, development of equitable services, utilization of local culture and wisdom, and Collaboration between students with different cultural backgrounds. Teachers reported the importance of adapting pedagogical approaches and curriculum content to accommodate diverse cultural needs, creating an inclusive and respectful learning environment.Significance: This study benefits educators, school administrators, and policymakers by providing insights into effective strategies for managing multicultural classrooms. It offers a practical framework to enhance cultural understanding, tolerance, and unity, contributing to the broader goals of multicultural education and social cohesion in diverse communities.

Civic Education: Conceptual Ground and Its Importance with Reference to Nepal

Civic education is a global concern for cultivating civic sense in citizens in order to create a harmonious and peaceful world. The world is dealing with issues such as violence, the never-ending cycle of poverty, political instability, the loss of democratic standards and principles, and more. Civic education can serve as an accurate tool for overcoming problems because it recognizes personal dignity, the rule of law, cultural heritage promotion, and the promotion of democratic norms and values. As a result, the academic world, including our country, is developing new academic activities to promote civic education. In this context, the purpose of this article is to introduce the general concept of civic education, its global and national status, and civic education initiations. The descriptive method was used in this study, with data gathered from a library search and websites. Three main themes have emerged: the positive impact of civic education, the importance of civic education, and the role of civic education in society as a whole.

A Model of Civic Education in Canada

This article discusses the teaching model of civics education and the structure and content of the civics education curriculum in Canada. Aims to provide an understanding of the teaching model of civic education in Canada as well as the structure and learning model in Canada both in school and out of school for the younger generation as well as the teaching the concept of citizenship for immigrants is done through a comprehensive and inclusive approach. a comprehensive and inclusive approach. For local residents, civic education civic education is designed to form citizens who are aware of their rights, responsibilities as citizens, appreciate diversity and participate in society. in society. While civic education instruction for immigrants is supported by governmentcontent of the civic education curriculum in Canada. The research method used is a literature study with a qualitative approach that describes descriptively, secondary data sources in the form of relevant literature in the form of books and various journal articles used to support research. Results research showed that the teaching of civic education learning model civic education -funded organizations, service providers, community centres, and housing agencies, it aims to help immigrants understand their rights, culture, responsibilities, and responsibilities in Canada. housing agencies aims to help immigrants understand their rights, culture, and responsibilities in Canada. The content of the civics education curriculum in Canada is governed by section 93 of the Canadian Constitution Act 1867, exclusive legislative responsibility for education is given to the provinces and territories. Although there are differences in teaching and curriculum content, they share the goal of providing students with the opportunity to learn about citizenship from a variety of perspectives. from a variety of perspectives.