Associations Between Open Classroom Climate and Political Knowledge: A Meta-Analysis.

• In Event: Discussing Controversial Issues in Class: Classroom Climate, Critical Consciousness, and Civic Competence

Abstract

Background
Open classroom climate is one of the most researched teaching contexts in civic education, with studies revealing promising associations with various political competencies. However, particularly with regard to the outcome of political knowledge, reported effect sizes vary widely and include many null effects (Geboers et al., 2013). Additionally, studies lack consistency in their approaches to conceptualize, operationalize, and analyze open classroom climate (Myoung & Liou, 2025). Currently, a systematic numerical synthesis and investigation of effects of an open classroom climate is missing.

Purpose
This study aims to (a) meta-analytically synthesize existing evidence on associations between open classroom climate and political knowledge, (b) inspect whether there is a systematic heterogeneity between effect sizes, and (c) test whether this heterogeneity can be explained by methodological and substantive factors. Specifically, we are interested in possible moderating effects of study design (cross-sectional versus longitudinal design), level of analysis, socioeconomic background, and type of knowledge measure (factual versus structural knowledge).

Method
To include as much information as possible, we combine an individual participant data (IDP) meta-analysis (Campos et al., 2025) based on international large-scale assessment data on civic education with an aggregated data (AD) meta-analysis. For the IDP meta-analysis, we estimated multilevel structural equation models using large scale assessment data (Nstudents = 482,624, Nclasses = 22,101) from four studies (CIVED 1999, ICCS 2009, 2016, and 2022) and 54 countries to assess correlations between latent classroom climate scores and plausible values of political knowledge at the student- and classroom-level for each country and year. These correlations were synthesized separately for each level using Cross-Classified Random Effects Models, with effect sizes nested in countries and years. For the AD meta-analysis, multilevel random-effects models will be used based on effect sizes reported in studies identified through a systematic search.

Results
Results from the IPD meta-analysis revealed significant correlations at the student- (r=.20, CI=[.03, .13]) and classroom-level (r=.55, CI=[.45, .63]), with a significant amount of heterogeneity in effect sizes. Specifically, we found significant variance between countries (I² = 43% and 38% for student- and class-level effect sizes, respectively), years (I² = 32% and 8%, respectively), and within clusters (I²=11% and 24%, respectively). These results will be verified with effect sizes from studies included in the AD meta-analysis. The systematic search resulted in 323 hits, including 204 unique studies. Additionally, moderator analysis will provide insights into what can explain the variance at the different levels.

Discussion
The results align with prior reviews emphasizing the role of the classroom climate for the development of civic competencies. These findings offer robust systematic evidence on associations between open classroom climate and political knowledge, thereby contributing to a clearer understanding of previously inconsistent results in the field. The substantial heterogeneity found between effect sizes in the IPD meta-analysis, despite identical methodology and sampling design, suggests promising variance to be explored in moderator analysis.

Authors

• Elisabeth Graf, TU Dortmund University

• Pascal Alscher, TU Dortmund University

• Daniel Deimel, University of Duisburg-Essen