Becoming Citizens in a Changing World

This open access book presents the results from the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). Using data from 24 countries in Asia, Europe and Latin America, the study investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. It also responds to the enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. New developments of this kind include the increase in the use of social media by young people as a tool for civic engagement, growing concerns about global threats and sustainable development, as well as the role of schools in fostering peaceful ways of interaction between young people. Besides enabling the evaluation of a wide range of aspects of civic and citizenship education, including those related to recent developments in a number of countries,the inclusion of test and questionnaire material from the first cycle of the study in 2009 allows the results from ICCS 2016 to be used to examine changes in civic knowledge, attitudes and engagement over seven years.

Focuses on the antecedents, processes and outcomes of education of young people in a world where contexts of democracy and civic participation continue to change Allows robust comparisons over time for civic knowledge, attitudes and engagement Responds to enduring and emerging challenges in a wide range of countries

Autorentext

Valeria Damiani has a PhD in Education and is an Associate Professor at LUMSA University, Italy. She worked as a researcher for the second cycle of the IEA International Civic and Citizenship Education Study (ICCS) 2016 and was a member of the Joint Management Committee of ICCS 2022. Her research interests include civic and citizenship education, global citizenship education, education for sustainable development, educational research and social inclusion. Bruno Losito has a PhD in Education and was a full professor at Roma Tre University, Italy. He participated in several international comparative studies with research interests in civic and citizenship education, comparative studies, and assessment. He was the Italian national research coordinator and member of the international Steering Committee for CIVED 1999 and has been associate research director of ICCS (2009, 2016, and 2022). Gabriella Agrusti is a full professor at the Department of Humanities, LUMSA University, Italy. She received her Ph.D. in education from Roma Tre University, Italy where she became member of the Joint Management Committee for IEA ICCS since 2009 cycle. She is co-director of Cadmo. An International Journal of Educational Research (Indexed in SSCI Scopus). Her research interests are in the areas of civic and citizenship education, inference processing and assessment practices. Wolfram Schulz is Principal Research Fellow at the Australian Council for Educational Research. He has high-level experience as leader of large-scale assessment programs and, as an author of numerous publications about international and national research, he is a leading expert in the field of international comparative research. His areas of research interest include civic and citizenship education, computer information literacy and assessment methodology.

Inhalt

Executive Summary.- 1 . Introduction to the International Study of Civic and Citizenship Education.- 2 . National Contexts for Civic and Citizenship Education.- 3 . Students' Civic Knowledge.- 4 . Aspects of Students' Civic Engagement.- 5. Students' Attitudes toward Important Issues in Society.- 6 . School Contexts for Civic and Citizenship Education.- 7 . Explaining Variation in Students' Civic Knowledge and Expected Civic Engagement.- 8 . Main Findings and Implications for Policy and Practice.