Education for Citizenship in Times of Global Challenge : IEA International Civic and Citizenship Education Study 2022 International Report

1 Introduction to the International Civic and Citizenship Education Study 2022  1

1.1 Introduction 1

1.2 Background and Purpose of the Study 2

1.3 Participating Countries, Study Design, and Implementation 4

1.4 Research Questions 6

1.5 The ICCS 2022 Assessment Framework 8

1.6 Report Outline 11

References 12

2 National Contexts for Civic and Citizenship Education 15

2.1 Introduction 16

2.2 Data Sources on National Contexts 16

2.3 Education Systems and National Contexts 17

2.4 Level of Autonomy in Planning Civic and Citizenship Education at School Level 22

2.5 Profiles of Civic and Citizenship Curricula and Approaches 24

2.6 Approaches to Civic and Citizenship Education at the Target Grade in Individual Schools 28

2.7 Teachers’ Participation in Training Courses and Preparedness for Civic-Related Teaching 35

References 43

3 Civic Knowledge 45

3.1 Introduction 46

3.2 Assessing Student Knowledge 46

3.3 Establishing and Refining the ICCS Civic Knowledge Proficiency Scale 48

3.4 The ICCS 2022 Civic Knowledge Proficiency Scale 48

3.5 Sample ICCS Test Items 51

　3.5.1 Sample Items 1 and 2: Level D and Below 51

　3.5.2 Sample Items 3, 4 and 5: Level C 51

　3.5.3 Sample Items 6, 7 and 8: Level B 55

　3.5.4 Sample Item 9: Level B (One Point) and Level A (Two Points) 58

　3.5.5 Sample Computer-Enhanced Module (Sample Items 10–15) 58

　3.5.6 Summary of Sample Items on ICCS Civic Knowledge Scale 65

3.6 Comparison of Civic Knowledge Across Countries 65

　3.6.1 Distribution of Civic Knowledge Scores Across Countries 65

　3.6.2 Variations Across Countries with Respect to Associations Between Civic Knowledge, Human Development Index, and Student Age 69

3.7 Changes in Civic Knowledge Since 2009   70

3.8 Variations in Civic Knowledge Across Countries with Respect to Student Background Characteristics 72

　3.8.1 Gender Differences in Civic Knowledge 75

　3.8.2 Student Age and Civic Knowledge Within Countries 75

　3.8.3 Associations Between Civic Knowledge and Socioeconomic Background Characteristics 75

　3.8.4 Associations Between Civic Knowledge and Immigrant and Language Background 80

References 82

4 Aspects of Students’ Civic Engagement  85

4.1 Introduction  85

4.2 Conceptual Background and Prior Research  87

　4.2.1 Contemporary Contexts  87

　4.2.2 Interest in Political and Social Issues  87

　4.2.3 Citizenship Self-Efficacy  88

　4.2.4 Current Civic Engagement  88

　4.2.5 Expected Future Civic Engagement  89

4.3 Students’ Beliefs Regarding Engagement  89

　4.3.1 Students’ Interest in Political and Social Issues  89

　4.3.2 Citizenship Self-Efficacy  91

　4.3.3 Influence on School Decision-Making  94

　4.3.4 Extent and Variation of Students’ Civic Engagement  94

　4.3.5 Sources of Information About Political or Social Issues  94

　4.3.6 Discussion of Political or Social Issues Outside School  97

　4.3.7 Students’ Engagement with Civic Issues Through Digital Media 101

　4.3.8 Students’ Participation in Community Groups or Organizations 101

　4.3.9 Students’ Participation in School Civic-Related Activities 104

4.4 Students’ Expected Future Participation in Civic Activities 107

　4.4.1 Expected Participation in Future School-Based Civic Activities 107

　4.4.2 Expected Expression of Opinions About Social and Political Issues 110

　4.4.3 Environmental Protection Activities 113

　4.4.4 Expected Political Participation as Adults 113

　4.4.5 Expected Electoral Participation 113

　4.4.6 Expected Active Political Participation 118

References 121

5 Attitudes Toward Important Issues in Society 123

5.1 Introduction 124

5.2 Conceptual Background and Prior Research 125

　5.2.1 Views of Political Systems and Democratic Institutions 125

　5.2.2 Attitudes to Equal Rights in Society 126

　5.2.3 Civic Responsibilities, Global Citizenship, and the Environment 126

5.3 Views of Political Systems and Democratic Institutions 127

　5.3.1 Students’ Views of Their Countries’ Political Systems 128

　5.3.2 Perceived Threats to Democracy 128

　5.3.3 Associations of Views of the Political System with Civic Knowledge 132

　5.3.4 Restrictions on Freedom in National Emergencies 132

　5.3.5 Students’ Trust in Civic Institutions 134

5.4 Attitudes Toward Equal Rights 138

　5.4.1 Endorsement of Gender Equality 138

　5.4.2 Endorsement of Equal Rights for Immigrants 142

　5.4.3 Endorsement of Equal Rights for All Ethnic Groups in Society 142

5.5 Beliefs Related to Citizenship Responsibilities and the Environment 146

　5.5.1 Perceived Importance of Conventional, Social Movement, and Global Citizenship 146

　5.5.2 Attitudes to Environmental Protection 149

　5.5.3 Perceptions of Global Environmental Threats 154

References 162

6 School and Classroom Contexts for Civic and Citizenship Education 165

6.1 Introduction 166

6.2 Conceptual Background and Prior Research 166

6.3 Participatory Processes and Social Interactions at School 167

　6.3.1 Participation at School Level 167

　6.3.2 School and Classroom Climate 168

　6.3.3 Approaches to Diversity at School 174

6.4 Delivering Civic and Citizenship Education at School 181

　6.4.1 Civic and Citizenship Education Activities in the Local Community 181

　6.4.2 Civic and Citizenship Education in Classrooms 186

　6.4.3 Education for Sustainable Development and Global Citizenship Education at School 191

References 200

7 Explaining Variation in Civic Learning Outcomes 203

7.1 Introduction 204

7.2 Explaining Variation in Civic Knowledge 204

7.3 Explaining Variation in Expected Political Participation 214

References 229

8 Conclusion 231

8.1 Introduction 231

8.2 Key Findings Related to the ICCS 2022 Research Questions 232

　8.2.1 Implementation of Civic and Citizenship Education 232

　8.2.2 Extent and Variation of Students’ Civic Knowledge 233

　8.2.3 Extent of Students’ Civic Engagement 234

　8.2.4 Beliefs Regarding Important Civic Issues 236

　8.2.5 Organization of Civic and Citizenship Education at School 237

8.3 Key Findings Related to Contemporary Focus Areas 237

　8.3.1 Sustainability 238

　8.3.2 Engagement Through Digital Technologies 238

　8.3.3 Diversity 239

　8.3.4 Views of Political Systems 239

　8.3.5 Global Citizenship 240

8.4 Comparing Student Results Across Countries 240

8.5 Implications for Educational Policy and Practice 243

8.6 Outlook 244

References 244

Appendix 247

A.1 Sampling Information and Participation Rates (Tables A.1, A.2, A.3) 247

A.2 Regression Analysis for Civic Knowledge and Age (Table A.4) 250

A.3 Student Percentages for Dichotomous Variables (Table A.5) 251

A.4 Item Maps 252

References 273

A.5 Pair-Wise Comparisons of Civic Knowledge (Table A.6) 274

A.6 Organizations and Individuals Involved in ICCS 2022 275