Search Results (43)

The TOWCHED project explores how arts and heritage-based educational methodologies can support sustainable development by enhancing key transversal competencies in learners, particularly children and youth. In response to the global challenges outlined in the sustainable development goals (SDGs), this project promotes inclusive and participatory approaches to education that foster social cohesion, intercultural understanding, and civic engagement. Partnering with museums, TOWCHED develops cross-curricular pedagogical interventions, such as experiential, blended, and collection-mediated learning, that link cultural heritage with contemporary social and environmental concerns. These approaches aim to strengthen creativity, critical thinking, collaboration, and self-awareness. TOWCHED demonstrates that heritage collection-based education can play a vital role in transforming schools and other learning environments into hubs for sustainable, lifelong learning. By embedding cultural expression and heritage into educational practices, the project offers a compelling model for empowering individuals to navigate and shape a more equitable and interconnected world. This paper has two aims. First, we introduce TOWCHED, an interdisciplinary project recently funded by the Horizon Europe program of the European Union to preserve and promote education for sustainability in the heritage context. Second, we introduce a set of tools related to the project. Full article

Background: As population aging continues to accelerate, it is increasingly important to promote a positive perception of older adulthood from an early age. Service-Learning (SL), when integrated into Physical Education (PE), offers an opportunity to foster critical and prosocial awareness in primary school students, encouraging attitudes of respect and empathy toward older adults. Method: A qualitative study was conducted with 40 sixth-grade students who participated in an SL project at an adult day care center. Through weekly adapted PE sessions, the students engaged in direct interaction with older adults. Data were collected through reflective journals and analyzed using content analysis techniques. Results: The findings reveal a positive impact on students’ perceptions of older adults. Significant development of prosocial competencies, such as empathy, collaborative leadership, and communication skills, was observed. Furthermore, students expressed an enhanced sense of usefulness and social commitment. Conclusions: Intergenerational SL in PE is an effective strategy for improving academic learning, transforming attitudes, promoting civic values, and contributing to more inclusive education. Full article

This study investigated the everyday civic practices of early adolescents (ages 10–12) and explored their civic and prosocial decisions. Researchers conducted focus groups and interviews with elementary students about scenarios involving classmates in need of assistance. Participants were asked which civic and prosocial action they might take (or not take) in each situation and what factors influenced their decision-making. Findings revealed that participants assessed each situation, considering factors such as their ability to help, personal costs associated with helping, and their relationship with the target of the assistance. Other factors included participants’ emerging sense of self-identity and their ability to adopt the perspectives of others. Overall, this study suggested that early adolescents do engage in thoughtful deliberation given their everyday contexts and experiences. Full article

Over the last decades, many European educational systems have been reviewing the citizenship education model that they have been developing, trying to deepen the meaning of democratic citizenship practice today or the social demand inspired by the creation of adequate conditions for its exercise. Thus, it is challenging for educational systems to face education for global citizenship, and international organizations have been promoting the development of citizenship education and conducting research in this field. New research and educational practices are expected for global citizenship, and their meaning in our European societies is a point of reference for the study of the different policies that national and supranational institutions promote in this matter. The Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education from 2010 and its counterpart framework from UNESCO in 2015 have actively promoted the idea of citizenship education on a global scale through its Global Citizenship Education Model. The International Association for the Evaluation of Educational Achievement (IEA) conducted a series of reports on social and civic competencies to investigate the extent to which young people are prepared to assume their role as citizens, which recently has been reviewed by Schulz et al. Based on its main findings and the latest survey by the European EACEA/Eurydice from 2023 that covers 15 member countries of the Eurydice Network, this paper presents a cross-national study of the global citizenship education (GCE) between European Countries that updates recent national information and research developments in this field. Based on the analyzed data and the criteria established by UNESCO, the comparative study allows us to determine the dimensions and trends in global citizenship education in order to address its implications within the European education area. Full article

I describe in this paper selected aspects of the Erasmusplus Project Education for Citizenship Competence to Participation and Sustainability, performed by three European countries, in order to empower students for civic engagement through citizenship education. The partners from Italy, Spain and Romania worked from 2021 to 2023 to develop strategies and materials to enhance the qualification of teachers in civic and citizenship education to support participation of young people across Europe. The project provides new solutions to the problems identified, in order to improve civic education, to avoid the risks of indoctrination and to offer effective teaching materials, available in open access. The main products are the Toolkit with flexible teaching/educational proposals for the students and the Guidelines for the teachers, the Matrix of competences for the teachers, and the Competence Cards for the students with indicators to (self)assess the improvements. The working materials were used in the ECCOPS Learning/Teaching/Training Activities for teachers and for students, monitored through videos observed by critical friends. I discuss in this paper especially the work carried out to foster multiperspectivity, starting from the Competence Card ‘Multiperspectivity’, with the aim of preventing radicalism and fanaticism, considering different points of view on controversial topics and developing knowledge, skills and values to enable students to have a greater understanding of what makes up an effective civic participation. The most relevant project results are expected to have an impact at both institutional and practical levels in civic and citizenship education. Full article

Short-term study abroad (STSA) experiences are an increasingly popular strategy used by universities to develop global citizenship in students. Global citizenship is particularly important for emerging health professionals with many health challenges of the 21st century being of global importance. Yet, evidence on the effectiveness of STSA is inconclusive, predominantly due to methodological issues limiting research to date. This quasi-experimental study draws on a recognized global citizenship framework encompassing dimensions of social responsibility, global competence, and global civic engagement to examine the changes in global citizenship pre- and post-STSA experience in health students. The sample consisted of health students (n = 75) who participated in an STSA experience (study tour or practicum) from 16 to 22 days in a less industrialized country and a control group (n = 66) who did not partake in any intervention. The data analysis found that students in the intervention group had significant improvements in their overall global citizenship score and its dimensions separately, except for social responsibility, while no significant changes were seen in the control group. The findings provide evidence to support STSA experiences as an accessible option for universities to promote global citizenship development among health students. Full article

The aim of this study is to explore civic literacy as an approach to counter disinformation in democracies. From group interviews, we elicit, categorize, and analyze diverse perspectives on disinformation in Sweden, previously upheld as a country with high civic literacy levels. We focus on people’s understandings of disinformation, their assessment of their own abilities to discern disinformation, and their ideas about how increased resilience to disinformation could be achieved. Our findings, based on input from 73 interviewees across Sweden, suggest that shared basic knowledge on disinformation is lacking. Moreover, there is a related weak understanding of what constitutes authentic information. Those with low awareness operate on a logic of beliefs, implying that measures to improve factuality and objectivity could not even be aspired for. Still, there are also constituents showing advanced understandings. The majority of respondents call for new measures to strengthen citizen knowledge and skills and generate many proposals to that end. Our results indicate that citizen competence needs to increase considerably to keep up with the rapidly evolving disinformation environment. A concerted drive to boost citizen knowledge and skills, tailored to different constituencies, is needed for the democratic system to work as intended. Full article

The development of transversal competencies, in interaction with professional competencies, is essential for individuals to adapt to change and live meaningful and productive lives. The aim of this study was to explore the mutual interaction of six transversal competencies—civic, digital, entrepreneurial, global, innovation, and research, as well as their respective sub-competencies—and propose possible approaches to how this dynamic of interaction can be applied to facilitate the development of transversal competencies. A sample of students (N = 1575) from 21 universities in Latvia completed a self-assessment survey evaluating multiple behavioural indicators for each transversal competence and sub-competence. The results revealed that civic competence was evaluated significantly lower than other competencies, and, for most transversal competencies, sub-competencies associated with active and systematic collaboration and networking received lower evaluations. A network analysis showed that the community involvement sub-competence of the civic competence and the initiative and critical thinking sub-competencies of the innovation competence had the strongest links to the other measured sub-competencies on average. The results suggest that the development of initiative and cooperation-and-collaboration-related and network-building skills are likely to have a systematic positive effect on the development of a wider set of transversal competencies and the professional autonomy of students in the long term. Full article

When examining the crucial role of civic competence in fostering sustainable societies, economies, and ecosystems, its significance for cultivating responsible and engaged citizens in our ever more interconnected global landscape must be recognized. Notably, education influences the development of civic competence throughout the learning experience at all levels of education. This research aims to explore the evolution of students’ self-assessment in terms of civic competence and its three subcompetences. The objective is to comprehend the present status of students’ self-assessments and explore their potential impact on the formation of a sustainable society. Data were collected for this study using an assessment tool elaborated in the ESF project “Development and Implementation of the Education Quality Monitoring System” for students’ generic competences. The tool, presented in a digital form using the QuestionPro platform, measures six generic competences, including civic competence. A total of 1166 bachelor’s degree students and 354 master’s degree students participated in this study, representing 22 Latvian higher education institutions. This study’s findings indicate that civic competence in the sample is considerably lower than the other generic competences measured, with a greater dispersion of results. The results also highlight specific areas within universities that require improvement during the learning process to cultivate individuals who are sustainable and socially responsible members of society. Full article

The use of technology, especially among young people, is providing new possibilities, including in the academic field, and requires teacher training through the development of skills and competences. At this point, Social Science Didactics plays a fundamental role, as it prepares future teachers to teach social knowledge in order to achieve useful and meaningful learning for students and society. Using an online questionnaire, structured with the Likert scale, which had previously been validated and published by Professors Peart, Gutiérrez-Esteban, and Cubo-Delgado, 156 students of the Degree in Primary Education of the subject Didactics of Social Sciences at the University of Granada (Spain) participated (academic year 2023–2024), with the aim of investigating the digital and socio-civic competences of trainee teachers in order to seek ways to improve their training. The results were processed in the IBM SPSS Statistics 25 programme, carrying out a descriptive statistical analysis, considering the mode and the variance ratio. The participating students mainly use digital environments to communicate with acquaintances and, although they know and value a democratic society, they do not exercise their citizenship on the Internet. This makes it even more necessary to train future teachers in digital competences, based on digital and socio-civic skills, as only in this way will they be able to train citizens capable of facing the challenges of the knowledge society. Full article

An academic focus on Socially Oriented Education (SOE) has been proposed to accomplish the call of the United Nations to transform educational systems due to the dynamics of contemporary society. This work aims to map the SOE-related literature, providing an overview of the 21st-century approaches to answer the questions: (i) How is SOE defined, and what other concepts are related to it? (ii) Are there any theories involved in developing SOE? (iii) What would be the different study areas that involve SOE? SOE has been used in the academic literature to refer to educational approaches that prioritize social and ethical development, civic engagement, and social justice. Now, it should expand its reach to address pressing issues such as climate change and inequality. It should also shift toward a more student-centered approach, emphasizing student agency and empowerment. SOE should prioritize promoting intercultural competence and preparing students for a globalized world. Technology can be integrated with state-owned enterprises to create innovative learning experiences. The main function of SOE is to solve current societal problems using education as a powerful tool for transformation. There is still much to learn about the effectiveness of SOE, and future research could help advance this field. Full article

Education is a key component of the student’s transformation towards the creation of a more sustainable future. Among the methodological adaptations in teaching–learning processes, Service-Learning (SL) stands out as a meaningful academic experience to respond to social needs by developing committed citizens to transform society. The aim of the present study was to analyze the impact of this SL program on prosocial competence and satisfaction levels in university students, enhance physical fitness and analyze the reflections of the recipients. Moreover, the reflections on SL of the students and the migrants were analyzed. A mixed-methods design was performed. Forty-five students of Physical Activity and Sport Sciences provided a service to a migrant group that consisted of physical fitness training. The instruments implemented were the Prosocial and Civic Competence, the Impact of Service-Learning During Initial Training of Physical Activity and Sports and the reflective diary. The recipients participated in a physical fitness assessment and in a group discussion. The results show that SL in PAH contributes to pedagogical, communication, wellbeing and intercultural competences and also improves their prosocial and civic attitudes. Moreover, the recipients could enhance their physical fitness and their social interaction. Full article

Nordic and West Balkan countries are major investment regions in Europe for greenfield and brownfield mineral exploration; however, the availability of qualified technical, scientific and managerial personnel involved in the whole mineral cycle is limited, especially in West Balkan countries. The partners of the TIMREX EIT RawMaterials-labeled MSc program have developed a joint curriculum focused on innovative raw materials prospecting and exploration methods, with strong innovation and entrepreneurial components. The program incorporates new exploration techniques and methodologies, portable and more highly sensitive equipment, robotized exploration equipment and the processing and interpreting of large, multidimensional datasets. The TIMREX curriculum was built around the ideal mineral exploration program, as suggested by raw materials stakeholders and orientated to field geology, exploration techniques and data processing, and also includes elements of sustainability, transversal societal and regulatory aspects. The program also focuses on EIT Overarching Learning Outcomes (OLO-s), which are embedded as core elements of the curriculum (innovation, entrepreneurship, sustainability, creativity, leadership and intercultural competencies). Significant contributions to the OLOs also arise from cross-organizational program elements, including the Exploration Entrepreneurship course, summer field camp, the Internship and the Social and Civic internship. Full article

Within the curricula of social and civic competence that are taught in secondary education, Art History is a discipline that is usually relegated to a secondary position in terms of its role and the time dedicated to it. This report presents a didactic intervention for the systematic introduction of gamification strategies aimed at teaching Art History. Its objective is to analyze the performance of gamification strategies in the teaching of social sciences. The products generated in this intervention, applied longitudinally in three academic years, have been analyzed using qualitative methodology, with the WebQDA software. The results show a growth in motivation for the study of Art History and an uneven assessment of the different motivation strategies used in the process, although in general terms, a positive assessment of the gamification strategies used is presented. Full article

Civil religion as formulated in Robert Bellah’s seminal 1967 article, recalling Rousseau’s Social Contract, has recently been proposed to build shared values and bridge deep partisan divides. A competing approach to shared values, based on public reason, relies on overlapping consensus in the works of John Rawls. In this paper, we present an in-between strategy that recognizes the insuperable empirical and normative problems of civil religion while using university civic engagement programs to bring about a public square in which religious reasons are found alongside neutral ones, ultimately for the sake of public justification. Having documented recent polarization trends, we consider the last major attempt to defend civil religion from the perspective of democratic solidarity, Phil Gorski’s American Covenant, but believe it falls short: based on sociological work and Augustinian insights, we show the risk of domination that Gorski’s strategy still entails, not least because of the definitional indeterminacy of civil religion and its overlap with religious nationalism. Paradoxically, a late Rawlsian approach that allows for the initial use of religious reasons, with a generosity proviso of necessary translation into public reason at some point, can lead to a public square with more religious arguments than one theorized explicitly from the perspective of civil religion. This is especially important because, given the discussed polarization trends, universities have taken on an increasingly important civic engagement role even as some still rely on a civil religion approach. We insist on public justification in university civic engagement, and for the sake of doing so take as a starting point Ben Berger’s work in favoring civil engagement, which we define as combining moral, political, and social rather than exclusively political commitments. In proposing a novel university shared values mechanism, intended to expose learners to a maximum diversity of opinions and lived experiences, we offer a fresh approach to building trust in cohorts that increases the likelihood of true dialogue across difference. Full article