Valeria Damiani – författare

This open access publication outlines the underlying framework for gathering data on civic knowledge, attitudes, and engagement as well as contextual information, and it describes the assessment design for the International Association for the Evaluation of Educational Achievement’s (IEA) International Civic and Citizenship Education Study 2022.The IEA International Civic and Citizenship Study (ICCS) investigates how young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2022 is a continuation of two earlier IEA studies, ICCS 2009 and ICCS 2016, and, for the first time, this survey includes the option of a computer-based assessment. Responding to enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change, the study addresses issues related to young people’s engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development. Over the past 50 years, IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. Prior to ICCS 2022, IEA conducted four international comparative studies of civic and citizenship education, with a first survey implemented in 1971, a second one in 1999, third in 2009 and fourth in 2016.  ICCS 2022 data will allow education systems to evaluate the strengths of educational policies, both internationally, and in a regional context, and to measure progress in achieving critical components of their educational policy agendas.

This open access publication outlines the underlying framework for gathering data on civic knowledge, attitudes, and engagement as well as contextual information, and it describes the assessment design for the International Association for the Evaluation of Educational Achievement’s (IEA) International Civic and Citizenship Education Study 2022.The IEA International Civic and Citizenship Study (ICCS) investigates how young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2022 is a continuation of two earlier IEA studies, ICCS 2009 and ICCS 2016, and, for the first time, this survey includes the option of a computer-based assessment. Responding to enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change, the study addresses issues related to young people’s engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development. Over the past 50 years, IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. Prior to ICCS 2022, IEA conducted four international comparative studies of civic and citizenship education, with a first survey implemented in 1971, a second one in 1999, third in 2009 and fourth in 2016.  ICCS 2022 data will allow education systems to evaluate the strengths of educational policies, both internationally, and in a regional context, and to measure progress in achieving critical components of their educational policy agendas.

This open access book investigates the ways in which young people around the world are prepared to undertake their roles as citizens. It presents the international results from the third cycle of the study IEA’s International Civic and Citizenship Education Study (ICCS 2022). Based on data from 24 countries or benchmarking participants from Europe, Latin America, and Asia, ICCS 2022 studies contexts for and learning outcomes of civic and citizenship education in a wide range of national contexts at the beginning of the third decade of the 21st Century. It responds to both enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. The study addresses issues related to young people’s engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development. Further, it contains data that reflects civic-related aspects of recent developments such as students’ perceptions of restrictions in response to national emergencies and their trust in scientists. Over the past 50 years, the IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. Prior to ICCS 2022, the IEA had conducted four international comparative studies of civic and citizenship education, with a first survey implemented in 1971, a second in 1999, a third in 2009 and a fourth in 2016. ICCS 2022 data allows education systems to evaluate the strengths of educational policies, from a comparative perspective, and to measure progress in achieving critical social objectives of their educational policy agendas.

This open access book investigates the ways in which young people around the world are prepared to undertake their roles as citizens. It presents the international results from the third cycle of the study IEA’s International Civic and Citizenship Education Study (ICCS 2022). Based on data from 24 countries or benchmarking participants from Europe, Latin America, and Asia, ICCS 2022 studies contexts for and learning outcomes of civic and citizenship education in a wide range of national contexts at the beginning of the third decade of the 21st Century. It responds to both enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. The study addresses issues related to young people’s engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development. Further, it contains data that reflects civic-related aspects of recent developments such as students’ perceptions of restrictions in response to national emergencies and their trust in scientists. Over the past 50 years, the IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. Prior to ICCS 2022, the IEA had conducted four international comparative studies of civic and citizenship education, with a first survey implemented in 1971, a second in 1999, a third in 2009 and a fourth in 2016. ICCS 2022 data allows education systems to evaluate the strengths of educational policies, from a comparative perspective, and to measure progress in achieving critical social objectives of their educational policy agendas.

This open access report presents the European results from the third cycle (2022) of the IEA International Civic and Citizenship Education Study (ICCS). Eighteen countries and two benchmarking participants (the German states of North Rhine-Westphalia and Schleswig-Holstein) administered the European student questionnaire to target grade students. The purpose of the European student questionnaire is to explore specific European-related civic and citizenship issues derived from the overarching ICCS 2022 assessment framework. It includes questions on students’ opinions on European-related civic and citizenship issues such as students’ sense of European identity, students’ opportunities for learning about Europe, students’ attitudes toward free movement of European citizens, the European Union, and cooperation among European countries. It also includes questions on students’ sustainable behaviors and those related to political consumerism.ICCS 2022 data allows education systems to evaluate the strengths of educational policies, and measure progress in their educational policies.

This open access volume aims to support teachers with tools and examples of practices to facilitate democratic learning environments, strengthen civic learning, and foster students’ attitudes and engagement in the classroom. Schools are among the most relevant contexts for students to practice citizenship firsthand. By building democratic learning environments, schools provide meaningful opportunities for students to develop civic knowledge, attitudes, and behaviors and, ultimately, to experience democracy.The first part of the book connects civic and citizenship education theory with classroom practice, explores how schools and communities can nurture citizenship education, and discusses insights from ICCS findings. The second part offers practical teaching strategies and examples from schools in Italy, the Netherlands, Brazil, and Slovenia, with the aim of inspiring the development of democratic learning environments and promoting meaningful civic participation.