Abstract Why do some people feel stronger emotions about politics than others? Past work suggests that political sophistication, consisting of knowledge and interest, is related to feeling strong emotions about politics, as learning about politics strengthens both cognitive and affective ties with political objects. Drawing on appraisal theories of emotions, we argue why political interest and confidence-in-knowledge, rather than factual political knowledge, are primary drivers of emotional engagement. Using three waves of the ANES and two pre-registered studies (conducted in the Netherlands and the U.S.) we show that political interest and confidence-in-knowledge increase emotional responses to politics. Knowledge, however, is unrelated to or even suppresses feelings about politics. We experimentally test the causal effect of confidence-in-knowledge and find a direct effect on feeling anger. Our findings have implications for civic education and political engagement, as fostering political interest and confidence—rather than merely increasing factual knowledge—may better promote active citizenship, albeit with potential risks if confidence is not rooted in accurate knowledge. We also demonstrate the necessity to theoretically and empirically disentangle the different components of political sophistication.

Exploring residents' preferences for waste management policy tools in the heterogeneous ethnic and resource-constrained rural settings in Pakistan.

Focusing on primary education, this paper reports a curriculum reform that integrates the “scientist spirit” into inquiry-based learning while safeguarding both value-oriented education and student agency. The reform translates core value elements (truth-seeking, creativity, collaboration, responsibility) into observable learning behaviours and anchors them in a co-regulatory formative assessment mechanism that aligns disciplinary understanding, epistemic reasoning, and value construction. A five-phase learning cycle, which includes problem framing, evidence building, dialogic argumentation, public communication, and reflective transfer, is implemented through dialogic pedagogy and collaborative routines. Assessment is evidence-centred and closes the loop among teacher scaffolding, peer review, and self-regulation. The proposal responds to the evidence debate surrounding inquiry versus direct instruction by advocating “structured inquiry with strategic explicit teaching,” and offers an operational, reusable, and scalable model for value education in primary schools with potential transfer to interdisciplinary thematic learning and school-based professional development.

Epistemology courses are increasingly used to cultivate critical thinking and responsible knowledge use, yet international and national implementations may reflect different curricular logics. Comparing the International Baccalaureate (IB) Theory of Knowledge (TOK) and Turkish Ministry of National Education (MEB) Theory of Knowledge illuminates how global inquiry and local civic aims are translated into design and assessment. This matters for curriculum theory and practice because it clarifies actionable levers for balancing international-mindedness with cultural grounding in secondary education. The purpose of this study is to conduct a systematic comparative document analysis of the IB Theory of Knowledge and the Turkish Ministry of National Education’s Theory of Knowledge curriculum in order to identify their underlying curricular logics, points of convergence and divergence, and implications for curriculum design and epistemology education. A qualitative document analysis was conducted on the official IB TOK Guide (first assessment 2022) and the MEB Theory of Knowledge instructional guide (2009). Using comparative thematic coding across four categories: (1) aims and vision, (2) content/structure, (3) pedagogy, and (4) assessment, the data were synthesized into comparative matrices to identify convergences and divergences. Thus, the findings solely reflect the intended curriculum rather than classroom enactment. Both curricula promote critical reflection and ethical responsibility. However, IB’s TOK emphasizes open-ended inquiry, interdisciplinarity, and international-mindedness, operationalized through a globally standardized essay and exhibition. MEB’s Theory of Knowledge foregrounds structured epistemology, civic/national values, and applied learning, assessed via projects, portfolios, and examinations aligned with national priorities. Epistemology can be embedded through distinct yet complementary logics, inquiry-oriented globalism and value-grounded civic education. The study offers design principles for curriculum developers and teacher educators seeking to integrate both approaches, enabling secondary curricula that prepare learners for participation in both global and national communities.

This study examines the relationship between student Self-Governance Networks (SGN) and Civic Participation Outcomes (CPO) using a network-based analytical framework. Data were collected from 237 student governance participants at a regional university in eastern China and analyzed using Social Network Analysis (SNA), Multivariate Regression (MR), and Machine Learning (ML) classification. The SGN displayed a modular network comprising 6 functional communities, including central administration, academic councils, disciplinary bodies, and interest-based organizations. Structural analysis revealed a hierarchical hub-and-spoke configuration, with the central student government serving as the primary bridge across communities, while peripheral groups remained comparatively isolated. Centrality measures varied systematically across roles, with formal leadership positions occupying structurally advantaged positions. Regression analyses controlling for demographics confirmed that network position significantly predicted civic engagement, with eigenvector centrality and the Community E–I Index emerging as consistent predictors across results. ML models, particularly XGBoost, achieved strong predictive accuracy (accuracy = 0.781, AUC-ROC = 0.842), indicating that network features reliably differentiate engaged from non-engaged students. These findings indicate that the civic benefits of governance participation are not uniformly distributed but depend on an individual’s structural position, with ties to central actors and cross-community linkages enhancing involvement. The study outlines theoretical contributions and practical implications for governance design and civic education.

The integration of pedagogy, content, and technology remains a key challenge in preparing pre-service primary teachers, particularly in Pancasila and Civic Education learning. This study aimed to explore the level of Technological Pedagogical Content Knowledge (TPACK) mastery among pre-service primary teachers enrolled in the Learning Pancasila and Civic Education in Primary Schools course. The research employed a qualitative case study design involving six pre-service primary teachers from a university in Jakarta, selected through purposive sampling based on variations in mid-term academic achievement. Data were collected through semi-structured interviews, classroom observations, and document analysis, including teaching modules, student assignments, and evaluation results. The collected data were analysed using thematic analysis to identify patterns related to students' conceptual understanding, pedagogical competence, initial technology integration, and supporting and constraining factors in the learning process. The findings show that students generally demonstrated adequate content understanding of Pancasila and Civic Education; however, their pedagogical understanding was not yet well developed, particularly in selecting and applying appropriate learning approaches and models. Technology integration tended to focus on technical and media-related aspects rather than supporting pedagogical strategies, indicating limited TPACK integration. Several constraints, such as limited theoretical literacy and learning context challenges, influenced students' ability to integrate pedagogy, content, and technology coherently. This study suggests that teacher education programs need to strengthen pedagogical scaffolding and reflective learning experiences to support more effective TPACK development among pre-service primary teachers.

Purpose School curricula are vital carriers of traditions, which in turn are sources of moral and civic education. Drawing on the ideas of Raymond Williams, this article analyses the Chinese virtues and values chosen and represented in a Confucian school curriculum in Hong Kong. Design/methodology/approach This study was mainly a documentary one combined with an in-depth interview with a key informant of the curriculum. Findings The curriculum still relies on Confucian classics and selected historical stories, albeit with some adjustments to accommodate the situation of modern society and considerations of pedagogical effectiveness and compatibility with official education reforms. The concepts of rite, filial piety and loyalty have been reinterpreted to coincide with modern life. Classics education and modelling are supplanted by new ways of learning. Research limitations/implications This is an empirical analysis of the adoption and adaptation of Confucian thoughts in modern school curricula, making new contributions to the sociology of morality and moral education. Practical implications This article demonstrates how Confucianism can be utilised in pedagogical practices, including Confucian understanding of some virtues and its learning methods, such as etymological exercises, ways of thinking and introspection. Originality/value Utilising Williams's framework to understand the cultural production of morality and its education along the dimensions of selection, interpretation and social analysis, this article adds new knowledge concerning the invention of tradition. We can better understand how actors compose and change traditions through various forms of borrowing and mutual interaction out of cross-cultural encounters.

The low level of students’ communication skills in Civic Education remains a major concern, largely due to the dominance of conventional teaching methods that limit active student participation. This study aimed to examine the effectiveness of the Think Pair Share (TPS) learning model in improving the communication skills of fourth-grade students at SDN 1 Panongan. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The sample consisted of two fourth-grade classes: class IVA as the experimental group receiving TPS instruction and class IVB as the control group using conventional teaching methods. Data were collected through communication skills tests administered before and after the intervention. The results indicated that the experimental group achieved a higher mean posttest score (80.32) than the control group (67.14). The t-test analysis revealed a significant difference between the two groups (t = 18.020, p < 0.05). In addition, the N-Gain analysis showed a moderate improvement in the experimental group (0.53) and a low improvement in the control group (0.25). These findings demonstrate that the Think Pair Share model is an effective instructional approach for enhancing students’ communication skills in elementary Civic Education.

The low level of entrepreneurial competence and the weak understanding of integrity among high school students indicate an urgent need to develop a learning model that integrates creative economy skills with the values of Civic Education (PPKN). This community service program aims to improve students’ entrepreneurial knowledge, skills, and character through creative economy training combined with the reinforcement of ethical and integrity-based values. The method used includes initial observation, needs assessment, workshop-based training, practical mentoring, the application of digital marketing, and evaluation through pre-tests and post-tests. The results show a significant increase in students’ understanding of entrepreneurial concepts, their ability to produce creative products, their digital marketing skills, and their application of integrity values in business practices. In addition, students succeeded in producing marketable products and demonstrated behavioral changes in honesty, responsibility, and teamwork. Overall, the program proved effective in improving students’ entrepreneurial competencies while strengthening character based on PPKN values, making it a potential sustainable learning model for schools.

This research presents a digital communication strategy to highlight peacebuilding practices in communes 13 and 14 of the Aguablanca district, Cali, Colombia. It revisits the perspective of educommunication and the notion of peace “from below” to propose alternative narrative experiences to those developed by the hegemonic media. To this end, digital textualities were created based on the musical “Dónde meter la Cabeza” and the report “Garza Real,” which are the result of co creation processes with the participating communities. The research concludes that educommunication is compatible with civic education processes aimed at peacebuilding and that strategies are needed to help communicate community efforts for a possible and desirable coexistence, taking into account the understanding of the context and expectations for social change. To this end, the research contributes to the creation of Habitancia Transmedia, an educational medium for learning about possible and desirable coexistence.

ABSTRACT This study explores how teachers navigate the emotional, moral, and professional challenges that arise when spontaneous controversial issues (SCIs) surface in adult education. Drawing on interviews with 24 teachers in Swedish Municipal Adult Education (MAE), a thematic narrative analysis identified a recurring experience of ‘being at a loss’ when responding to unexpected classroom controversies. To illustrate this, a detailed narrative of Linda, an experienced Swedish for Immigrants (SFI) teacher, shows how experiences of teacher vulnerability and uncertainty are inherent in such moments. Her stories, centred on spontaneous classroom discussions of COVID-19 and Iran’s veiling laws, show how professional judgment and decision-making emerge from a liminal ‘in-between’ space where personal values, professional beliefs, and institutional discourses intersect. The analysis reframes ‘gatekeeping’ when addressing SCIs as an ethico-political practice of professional judgment within conditions of uncertainty and vulnerability. Accordingly, rather than treating teacher vulnerability and SCIs as problems to be solved, the study argues that narrative case-reflection on such liminal spaces offers opportunities for civic adult education to cultivate teachers’ capacity for wise professional judgment about ‘what matters’ in educational life.

This conceptual study diagnoses a critical gap in Somali diaspora-homeland relations: the absence of an educational framework to convert the complexities of dual citizenship into a force for collaborative reintegration. Using an interpretive paradigm and qualitative literature synthesis, the research analyzes diaspora studies, citizenship theory, and Somali education through constant comparative and thematic analysis. The synthesis identifies a core paradox of Asset versus Alienation and three systemic barriers: The Sovereignty Bind (political fragmentation stifling civic education), The Legitimacy Contest (competing claims to define Somali civic identity), and Curriculum in a Vacuum (content disconnected from transnational life). In response, the study constructs the Participatory Transnational Citizenship (PTC) framework, a novel model grounded in critical transnational citizenship and pedagogy. The PTC framework features a Dual-Track Educational System for diaspora abroad and returnees, and a Civic Collaboration Lab for structured dialogue and community projects. Designed as a conceptual intervention, its validity derives from diagnostic adequacy, theoretical coherence, and constructive alignment. The framework provides an actionable blueprint for policymakers and educators to transform dual citizenship from a dilemma into a civic asset, foster social cohesion, and enable the diaspora’s transition from ambiguous engagement to structured partnership in Somalia’s development

This study aims to improve students’ learning outcomes in Civic Education on the topic of Lingkunganku through the implementation of the Discovery Learning model for fourth grade students at UPT SD Negeri 060923 Medan. This research employed Classroom Action Research conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The research subjects were all fourth grade students. Data were collected through learning outcome tests, observations of teacher and student activities, and documentation. Data analysis was carried out using descriptive quantitative methods to identify improvements in learning outcomes and descriptive qualitative methods to describe learning activities. The results showed that the implementation of the Discovery Learning model effectively improved students’ learning outcomes and learning engagement. In the initial condition, only 45% of students achieved learning mastery. After the implementation of actions in Cycle I, learning mastery increased to 65%, and further improved to 85% in Cycle II. In addition to the improvement in learning outcomes, students’ activity and participation in the learning process also increased, as indicated by active involvement in discussions, the ability to express opinions, and collaboration among students. Based on these findings, it can be concluded that the Discovery Learning model is effective in improving learning outcomes in Civic Education on the topic of Lingkunganku for fourth grade students and supports the creation of active, meaningful learning in accordance with the principles of the Merdeka Curriculum.

Elementary education plays a strategic role in shaping students’ character, civic attitudes, and social-emotional development. Civic Education is a fundamental subject for instilling democratic values, responsibility, and social awareness from an early age. Meanwhile, the advancement of digital technology, particularly Artificial Intelligence (AI)–based learning media, offers new opportunities to improve the quality of learning in elementary schools. This study aims to analyze the existence of Civic Education and the use of AI-based learning media in supporting students’ social-emotional development. This research employed a descriptive qualitative approach and was conducted at SD Negeri 0722 PTPN IV Lubuk Bunut. Data were collected through observation, interviews, and documentation. The findings indicate that Civic Education plays a significant role in fostering students’ social attitudes, empathy, and responsibility, while AI-based learning media enhance students’ learning motivation and engagement when implemented appropriately and in accordance with developmental stages. The integration of Civic Education, AI-based media, and developmental psychology perspectives contributes positively to students’ social-emotional development in elementary education.

This study explores the integration of Arabic cultural heritage into civic education curricula in Nigeria and its implications for identity formation and social cohesion. In a country marked by ethno-religious diversity and socio-political fragmentation, civic education is a crucial tool for promoting national unity, democratic participation, and inclusive citizenship. Northern Nigeria, with its deep-rooted Arabic-Islamic traditions, presents an opportunity for aligning civic education with learners’ cultural contexts. Drawing on socio-cultural and constructivist learning theories, the study argues that embedding Arabic values such as ‘adl (justice), shura (consultation), and mas’uliyyah (responsibility) can make civic education more relevant, relatable, and transformative. These values, historically embedded in Quranic and Tsangaya school systems, offer a culturally resonant foundation for teaching civic virtues. The integration fosters a sense of belonging and cultural affirmation among Arabic-speaking and Muslim learners, thereby enhancing their civic engagement and identification with national ideals. However, the study also identifies critical challenges, including resistance due to Nigeria’s secular educational policy, lack of teacher capacity, curriculum imbalance, and sociopolitical sensitivities. To address these issues, the study recommends inclusive curriculum frameworks, teacher training in culturally responsive pedagogy, development of localized learning materials, and stakeholder engagement. Ultimately, the paper posits that incorporating Arabic cultural heritage into civic education is not a religious imposition but a culturally grounded strategy to bridge educational gaps and promote unity in Nigeria’s pluralistic society.

The rapid development of digital technology has significantly transformed the lives of young people, particularly in how they interact, learn, and construct their sense of citizenship. This condition requires a deeper understanding of digital ethics as an essential component of modern citizenship education, especially within the context of school-based civic education, which plays a strategic role in shaping students’ character. This study aims to examine the role of digital ethics in supporting the character development of young people through citizenship education implemented in schools. The method employed is a Systematic Literature Review (SLR) following the PRISMA protocol to ensure transparency and accuracy in the literature selection process. The search was conducted through the Scopus database, resulting in 42 selected articles that were analyzed using VOSviewer to map key themes and conceptual relationships. The findings show that digital ethics is a crucial component of digital citizenship, contributing to the prevention of deviant behaviors such as cyberbullying, hate speech, and the dissemination of fake news. Furthermore, digital ethics fosters critical thinking, empathy, and social responsibility among students in digital environments. This study contributes by proposing a conceptual framework that highlights the importance of synergy between digital ethics and school-based citizenship education to develop a generation that is intelligent, critical, and ethical both online and offline.

Traditional civic education in Indonesia does not sufficiently develop practical conflict resolution skills among adolescents. This gap contributes to ongoing social tensions in diverse communities, where democratic skills are essential for social cohesion. This quasi-experimental study examined whether Artificial Intelligence–enhanced Problem-Based Learning (AI-PBL) could improve conflict resolution skills among 90 eleventh-grade students in three urban schools in Yogyakarta, Indonesia. The intervention used a natural language processing system to present culturally relevant conflict scenarios, provide real-time adaptive feedback, and create personalized learning pathways across six structured sessions. Conflict resolution skills were measured in three areas—empathy, peaceful negotiation, and ethical reasoning—using a 24-item instrument with good reliability (Cronbach’s α = .86). The results showed significant improvements in empathy (Cohen’s d = 1.67), negotiation (d = 1.72), and ethical reasoning (d = 1.63), all with p < .001. Bayesian analysis gave strong evidence of effectiveness (BF₁₀ > 1000), and regression analysis showed the largest benefits for students who initially performed at lower levels. However, because this was a single-group design, stronger causal conclusions require future randomized controlled trials.

This study aims to develop an Artificial Intelligence (AI)-based digital learning media to improve students' civic literacy at SMA Muhammadiyah Purbalingga. The development of this media is motivated by the growing digitalization in education, which demands innovative learning tools that are adaptable to technological advances while remaining focused on forming intelligent and virtuous citizens (good and thoughtful citizens). This research employs a Research and Development (R&D) approach using the ADDIE model, which comprises five stages: analysis, design, development, implementation, and evaluation. The focus of this study is on the analysis and development stages to produce a feasible and effective learning media product. The results indicate that integrating Artificial Intelligence (AI) in the learning process has positive impacts, such as increasing efficiency, effectiveness, and accessibility in civic education. Moreover, the use of AI encourages students to think critically, creatively, and adaptively in responding to technological advancements within the context of citizenship education. However, potential adverse effects, including overdependence on technology and reduced critical thinking skills, must be anticipated by instilling digital ethics consistent with Islamic values. Therefore, the development of AI-based digital learning media is expected to serve as an innovative solution for effectively and ethically enhancing students’ civic literacy at SMA Muhammadiyah Purbalingga.

In 2025, the 80th anniversary of the victory in the Great Patriotic War is celebrated. Publications about the history of the Great Patriotic War are always relevant: every year certain unknown documents are found, and the information is clarified. There are many studies about education during the war, but there is no information about the history of general educational institutions in Yakutia during the war era. The purpose of this article is to identify the main features of the work of schools in the republic during the war. During the war, educational institutions of the republic had to work in difficult conditions. The paper analyzes data on the number of teachers during the war. There was an acute shortage of qualified teaching staff: many teachers of Yakutia were called up to the front, and personnel without appropriate education and experience were hired for pedagogical work. Teacher training was carried out on accelerated courses. There was often a lack of educational material in the classroom, but teachers and students created it on their own. Conditions for civic and patriotic education were created in schools. Schoolchildren not only studied, but also made a feasible contribution to the cause of victory. Despite the difficult conditions, by the end of the war, the number of schools in Yakutia increased. On November 15, 2022, by the Decree of the President of the Russian Federation Vladimir Putin, the city of Yakutsk was awarded the title of “City of Labor Valor” for heroism and courage, this is also the merit of employees and students of the city’s schools. The work provides information on schools in Yakutsk during the war. This article will be of interest to historians who study regional history and the events of the Great Patriotic War.

The development of artificial intelligence technology, particularly generative artificial intelligence (generative AI), has brought about significant changes, especially in higher education. This condition requires students not only to understand the use of basic digital tools but also to master advanced digital literacy, which includes evaluative, strategic, and adaptive abilities in response to technological automation. This study aims to explore students’ readiness to master advanced digital literacy and identify the factors influencing it. This study employed a qualitative approach, with data collected through in-depth interviews, observations, and document analysis involving students in the Civic Education Study Program at Halu Oleo University. The findings show that students demonstrate high readiness to utilize AI for academic needs and technological adaptation. However, this readiness is not balanced with adequate information validation abilities, understanding AI mechanisms, and awareness of digital ethics. These findings align with advanced digital literacy theories that emphasize the evaluative, ethical, and critical aspects of modern technology use. The tables included in this study reinforce the pattern that students’ readiness tends to be stronger in operational aspects but weaker in reflective and evaluative ones. This study contributes to the development of a more adaptive advanced digital literacy learning model in higher education for the generative AI ecosystem.