Search Results (63)

Despite growing emphasis on democratic citizenship education in South Korea, limited research has examined the social and psychological factors influencing children’s democratic citizenship—defined here as awareness of and willingness to engage in societal issues as responsible community members. This study examines the relationship between parent–child communication and democratic citizenship, focusing on the mediating roles of growth mindset and peer relationships among South Korean elementary school students. A total of 212 students in grades four to six completed a cross-sectional survey assessing parental communication, democratic citizenship (operationalized as civic awareness and community engagement), growth mindset, and peer relationships. Serial-multiple-mediation analysis was conducted to evaluate the mediating effects of growth mindset and peer relationships. The results indicated that positive parent–child communication was associated with higher levels of democratic citizenship and that growth mindset and peer relationships jointly mediated this relationship in a serial manner. These findings highlight the importance of fostering open parent–child communication, encouraging a growth mindset, and promoting positive peer relationships to enhance democratic citizenship development in children. Given the cross-sectional design, causal inferences should be interpreted with caution, and longitudinal studies are needed to confirm these relationships. Full article

This study investigates the communicative power of editorial cartoons in Ghana’s public discourse, focusing on how they inform, critique, and influence sociopolitical narratives. Drawing on a dataset of cartoons by Tilapia—one of the country’s leading cartoonists—published between May 2024 and May 2025, the paper explores how cartoons address themes such as economic hardship, youth addiction, cultural values, environmental degradation, and political hypocrisy. The central question guiding this study is as follows: How do Tilapia’s editorial cartoons visually construct and critique key national issues—such as economic hardship, environmental degradation, youth addiction, and political hypocrisy—in Ghanaian public discourse? Guided by an integrated theoretical framework from semiotics, visual rhetoric, and critical metaphor theory, the analysis reveals how cartoons use humour, caricature, exaggeration, and symbolic imagery to simplify complex realities and foster civic reflection. The study highlights how cartoons serve not only to entertain but also to hold power to account, amplify public concerns, and promote sociopolitical engagement. Through detailed visual analysis of ten selected cartoons, the paper underscores their capacity to critique governance, expose contradictions, and reflect collective sentiment—especially during election cycles. Overall, the research affirms the evolving role of visual satire as a potent medium of resistance, cultural expression, and democratic participation in Ghana. By bridging visual culture and critical discourse, the paper contributes to broader understandings of the role of the media in shaping public perception and fostering informed citizenship. Full article

This study examines the multicultural school as a micro-organizational unit, focusing on the interplay of power relations, organizational culture, and everyday pedagogical practices. Drawing on semi-structured interviews with educators at the 16th General Lyceum of Thessaloniki, the analysis situates school life within broader institutional and normative frameworks. Grounded in Sustainable Development Goal 4 (SDG 4), specifically Target 4.7 of the 2030 Agenda for Sustainable Development, the findings show that while educators actively promote intercultural coexistence and democratic participation, their initiatives are constrained by centralized governance and curricular rigidity. Nonetheless, teachers’ personal agency and informal leadership play a crucial role in fostering inclusion, care, and global citizenship values at the micro-organizational level. The study contributes theoretically by reframing the multicultural school through an organizational sociology lens, emphasizing the micro-politics of discretion, institutional logics, and cultural reproduction within school settings. Practically, it highlights the need for structural policy reforms that move beyond reliance on individual teacher initiative and institutionalize inclusive, care-oriented, and sustainability-driven practices within centralized educational systems. Full article

The intersection of digital citizenship, sustainable education, and community belonging represents an emerging yet underexplored area of inquiry, particularly within Arab higher education contexts where institutional digitalization is accelerating alongside distinct sociocultural expectations around academic identity. This study aims to investigate the mediating role of sustainable education in the relationship between digital citizenship and community belonging among Egyptian university students. A quantitative cross-sectional survey design was employed with a main sample of 819 university students. Participants completed three validated instruments: the Revised Digital Citizenship Scale, the Sustainable Education Scale, and the Where I Belong Survey. Mediation analysis was conducted using Hayes’ PROCESS macro with 5000 bootstrap resamples. Results reveal that digital citizenship is significantly and positively associated with both sustainable education and community belonging. Sustainable education, in turn, significantly predicts community belonging after controlling for digital citizenship, with the indirect effect accounting for approximately 38% of the total effect, consistent with partial mediation. These findings demonstrate that responsible digital engagement is associated with community belonging not only directly but also in a pattern statistically consistent with partial mediation through sustainability-oriented values including equity, inclusiveness, and democratic participation. These findings suggest theoretically informed directions for future intervention design, wherein integrating sustainable education principles into digital learning environments may warrant empirical investigation as a potential approach to cultivating ethically grounded, socially cohesive academic communities. Full article

Over the past decade, far-right parties have moved from the political margins into the mainstream of several European democracies. This article examines how migration functions not primarily as a demographic driver of electoral change, but as a discursive resource through which democratic boundaries are redefined. Drawing on a qualitative comparative analysis of political speeches, party manifestos, and public debates in selected European countries between 2014 and 2022, the study investigates how migration is constructed as a threat to welfare systems, national cohesion, and liberal-democratic order. The analysis integrates three complementary frameworks of ethno-pluralism, welfare chauvinism, and civic nationalism to demonstrate how exclusion is legitimized through moralized appeals to culture, fairness, and liberal values. Rather than rejecting democracy outright, far-right actors reinterpret concepts such as citizenship, solidarity, and equality in conditional and culturally bounded terms. Migration thus operates as a symbolic condensation of broader anxieties related to globalization, economic insecurity, and political distrust. The findings show how democratic language itself can normalize exclusionary interpretations of membership, contributing to gradual forms of democratic erosion across Europe. Full article

The notion of complex thinking has become established as an essential competency for understanding multidimensional social phenomena and for engaging with democratic processes in diverse contexts. This study examined within-individual changes associated with participation in an educational intervention aimed at developing complex thinking among university students in Bolivia, Chile, Colombia, and Mexico, and explored their implications for intercultural citizenship education. A quasi-experimental pretest–posttest design was employed, drawing on panel data and fixed-effects regression models to estimate intraindividual variation over time, complemented by an exploratory differential analysis by sex. The findings revealed statistically significant within-individual changes across the four evaluated subdimensions, as well as differentiated patterns by sex, with women showing higher relative changes in critical and innovative thinking and men showing higher relative changes in scientific reasoning. Interpreted in dialogue with existing literature, these observed changes in complex thinking are consistent with theoretical frameworks that conceptualize such competencies as relevant cognitive foundations for intercultural citizenship. Overall, the study provides empirically grounded insights into the role of complexity-oriented learning experiences in higher education in Latin America and outlines considerations for the design of more context-sensitive and equity-oriented educational initiatives. Full article

Background: Democratic participation depends on three foundational social mechanisms: communication, interpersonal relationships, and socialization. While these mechanisms are well-understood in physical civic settings, their operation in digital environments remains unclear. For the purposes of this review, “fragility” is defined as a structural property of participatory systems, referring primarily to the conditional and variable alignment of these three mechanisms—an alignment that physical environments tend to support by default but that digital environments reproduce only under specific conditions. Methods: This study conducted a targeted high-impact review of twenty-two highly cited Scopus publications (2004–2025) to assess whether communication, interpersonal relationships, and socialization continue to function as core, but not individually sufficient, conditions for democratic engagement online. The review synthesizes findings across three research questions examining each mechanism, using narrative thematic analysis to identify dominant patterns within citation-established scholarship. Results: Across the reviewed corpus, participation strengthens when communication is informationally rich and heterogeneous, when relationships foster trust and bridging social capital, and when socialization environments support civic learning and identity formation. Weak informational content, homogeneous networks, and reduced socialization produce thinner or unstable democratic outcomes. The findings reveal that the three mechanisms operate interdependently: their democratic effects depend on simultaneous alignment rather than individual presence. Conclusions: Digital environments can support meaningful participation only when platform architecture reinforces these core social mechanisms. Strengthening informational diversity, relational openness, and digital socialization is essential for robust platform-mediated democratic engagement. Synthesizing these findings, the study proposes a Conditional Model of Digital Democratic Participation, which argues that digital fragility arises not from the medium itself but when the qualitative conditions required to validate the core social mechanisms fail to align. The Conditional Model differs from existing frameworks by treating communication, relationships, and socialization as interdependent mechanisms whose democratic effects are conditional on their simultaneous presence. Digital participation is not weak—it is conditional. Full article

Contemporary democracies face profound challenges, including political polarization hollowed by voter apathy, all of which are reshaped by the surge of digital innovations. Education for democracy plays a key role in sustaining democratic values and practices. This article explores how six European countries—Estonia, Finland, Ireland, Germany, Spain, and Poland—approach democratic citizenship education (DCE) in policy and practice. Drawing on the Horizon Europe DEMOCRAT project, the article describes a multi-method design combining Living Labs, desk-based research, and fieldwork to compare national frameworks. We discuss the findings of the project, showing a convergence toward integrated and participatory approaches to DCE, but also persistent disparities in teacher training, digital literacy, and resource accessibility. We identify four key Responsible Democratic Competencies (RDC), participation, deliberation, judgment, and democratic resilience, which together define an adaptable framework for effective DCE. Strengthening these competencies requires coordinated policy support, inclusive teacher education, and integration of emotional learning and reflection. This study concludes that a more cohesive yet context-sensitive European strategy could enhance citizenship education, reinforce democratic agency, and foster resilient, informed, and responsible citizens across Europe. Full article

Learning the host language is a crucial factor in the settlement of migrants and refugees in a new country. It offers opportunities, but can also generate exclusion, marginalization, and isolation, hindering the possibilities of participation and the creation of social networks. Host language classes, therefore, play a crucial role, fostering critical awareness that enables learners to act within their social and cultural context. This promotes agency, autonomy, and empowerment, transforming differences into productivity and fostering social justice. This article focuses on classes of Portuguese as a host language (HL) in northern Portugal, examining how these contexts shape learners’ relationship with the language beyond depoliticized or subaltern approaches. It discusses the main obstacles and difficulties in these educational settings, as well as mechanisms that could contribute to more democratic and effective practices. Drawing on interviews with teachers (n = 10), trainers (n = 4), volunteers (n = 8), and students (n = 20) involved in the HL learning process, the content analysis highlights how policies and pedagogical practices impact students and how they are interpreted by these actors, revealing their impact on processes of participation, belonging, and citizenship. The results indicate an emergent form of collective autonomy in the relationship among students, the host society, and teachers, which means that teaching practices encompass not only the development of communication skills but also the civic and political awareness of learners. Lastly, while the language teachers identified more practical barriers in these teaching and learning contexts, the students described emotional and sociocultural obstacles. Full article

Hate speech comprises expressions that promote discrimination, violence, and the exclusion of individuals or groups based on identity characteristics such as race, gender, religion, or sexual orientation. Social media platforms have provided a space for the amplification of such discourse, fostering a climate of intolerance that undermines social and democratic coexistence. In the educational sphere, hate speech has a detrimental impact on the initial training of students and teachers. That its presence within school environments contributes to social fragmentation, the deterioration of learning processes, and an increase in violence. Furthermore, such discourse reinforces prejudices and stereotypes that hinder the construction of a critical and pluralistic citizenship. From the outset of teacher education, it is essential to develop pedagogical strategies that foster critical thinking and education in democratic values. Digital literacy and explicit instruction on the impact of hate speech can contribute to the prevention of these exclusionary dynamics. An inclusive and reflective education is key to counteracting the effects of intolerance in contemporary society. Full article

This qualitative study investigates how local project managers interpret the concept of participation when implementing participatory processes under the Emilia-Romagna (Italy) regional framework. Drawing on 41 in-depth interviews with project managers and key personnel from participatory initiatives funded between 2020 and 2024, the research examines how these actors interpret the concept of participation and how their views align with regional objectives. Thematic analysis reveals that participation is widely viewed as a process of shared responsibility, co-decision, empowerment, and active citizenship. Participants described participation as both a political and relational act, involving co-responsibility, information exchange, and commitment to the common good. While many embraced a transformative vision of participation, others highlighted institutional constraints and the risk of participation being reduced to rhetoric. Additionally, gendered differences emerged in the way participants framed participation, with women emphasizing relational and care-based dimensions, and men focusing more on agency and power. The findings suggest that participation, when meaningfully enacted, is seen as a driver of democratic engagement and institutional trust, but it requires a sustained effort to go beyond procedures and enable genuine collaboration between institutions and citizens. Full article

Human energy production and consumption have significantly contributed to the environmental crisis, impacting human health, wellbeing, and social justice. In this context, the concept of energy citizenship has emerged, referring to civic engagement in fostering sustainable and democratic energy systems and transitions. Under the Horizon Europe project EnergyPROSPECTS (PROactive Strategies and Policies for Energy Citizenship Transformation), we investigated the conditions and dynamics that promote or hinder energy citizenship and empower citizens to contribute to sustainable energy transformations. Through 44 in-depth interviews and four deliberative workshops in four European case study regions with individuals and organizations engaged in different forms of energy citizenship, we identified key psychological and organizational factors driving citizen empowerment. These findings informed the development of an interactive empowerment toolkit, a digital learning resource designed to enhance energy citizenship literacy and skills. This toolkit, although primarily targeting adults interested in energy citizenship, is adaptable for students and educators at various levels, offering two tracks: one for beginners with no prior involvement in the exercise of energy citizenship, and another for those with experience in energy activism. We highlight the scientific basis of the toolkit, detailing its components and demonstrating its application in fostering energy citizenship empowerment. The tool aims to equip users with the skills and knowledge necessary to actively participate in sustainable energy transitions. Full article

This paper examines how various dimensions of democratic school and classroom culture—openness in classroom discussions, peer interactions, civic learning, influence on decision-making, and civic participation—relate to perceptions of student–teacher relationships of two distinct groups of students (native and immigrant-background students) in Slovenia. Using representative data from the International Civic and Citizenship Education Study (ICCS 2022 cycle), analyses revealed that student-perceived positive peer interactions and decision-making influence were consistent, strong predictors of positive student–teacher relationships for both groups of students. However, open classroom discussions and civic learning at school were only significant for native students, suggesting that these aspects of classroom life may not resonate uniformly with all students. Moreover, participation in civic activities, although often seen as an integral part of democratic school culture, emerged as a significant negative predictor of student–teacher relationships only among students with an immigrant background, indicating that these activities may inadvertently highlight barriers or differences rather than promote inclusive engagement. Results are discussed through the lens of fostering positive student–teacher relationships for all students. Full article

Mental health self-management (MHS) strategies may help workers with mental health concerns preserve and enhance their well-being. However, little research has explored how these strategies may help mitigate the effects of negative psychosocial work factors (PWFs) on well-being outcomes. This cross-sectional study investigated (1) the relationship between PWFs and well-being, (2) the association between MHS at work and well-being, and (3) the moderating role of self-management in preventing negative PWFs’ deleterious effects. A sample of 896 Francophone workers in Canada completed a questionnaire that included self-reported measures related to workplace, self-management, and well-being. Structural equation modeling (conducted via the MPlus software, version 8.6) revealed that psychological demands were negatively related to positive well-being outcomes and positively associated with adverse well-being outcomes. Competency-related autonomy was positively associated with flourishing, and recognition was positively associated with flourishing and positive well-being at work, as well as being negatively associated with burnout and depression. Surprisingly, supervisor support was negatively related to positive well-being and positively related to burnout and depression. MHS was positively associated with positive well-being at work, flourishing, and work performance, but had no relationship with negative mental health. MHS significantly moderated the relationship between each PWF and well-being at work in both beneficial and adverse ways, depending on the specific well-being indicator being considered. From a workplace well-being perspective, this suggests that although self-management may help workers preserve and enhance their positive well-being, organizations must also directly target PWFs to prevent negative well-being outcomes. Full article

The COVID-19 pandemic accelerated virtual collaboration, reshaping digital communication, remote work, education, and e-democracy. This study examines the impact of these tools on digital citizen participation through a quantitative cross-sectional survey of n = 1122 participants across diverse demographics. Using stratified purposive sampling, descriptive statistics, correlation analyses, and segmentation by demographic and psychological factors, we analyzed how infrastructure quality, personality traits, and social dynamics influenced virtual engagement. While digital platforms have improved accessibility, findings reveal that they often fail to foster interpersonal trust and democratic deliberation. Statistical analyses demonstrated significant correlations between communication effectiveness and relationship quality (ρ = 0.387, p < 0.001), with distinct patterns emerging across age groups, community sizes, and personality types. Infrastructure disparities significantly impacted participation, particularly in rural areas (χ² = 70.72, df = 12, p < 0.001, V = 0.145). Recommendations include enhancing digital infrastructure, developing adaptive e-governance platforms, and implementing trust-building mechanisms. Despite the limitations of self-reported data and the cross-sectional design, these insights contribute to building more inclusive digital governance frameworks. Future research should employ longitudinal approaches to explore evolving trends in e-democratic participation. Full article