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ICCS Panel 1: Civic Engagement and Democratic Dispositions in Times of Crisis

Mon, March 24, 2:45 to 4:00pm, Palmer House, Floor: 7th Floor, LaSalle 1

Group Submission Type: Formal Panel Session

Proposal

This panel presents key insights from the International Association for the Evaluation of Educational Achievement’s (IEA) International Civic and Citizenship Education Study (ICCS). The ICCS is the largest cross-national study of civic and citizenship education, offering a comprehensive analysis of how young people are prepared for their roles as citizens in a diverse range of political, social, and educational contexts. The study’s findings have important implications for policy, practice, and future research.

In this session, panellists will explore themes that emerged from the ICCS 2009, 2016 and 2022 cycles, focusing on the role of civic knowledge, attitudes, and students’ engagement with civic-related issues.


The panel will cover comparative aspects, with contributions examining factors associated with citizenship learning outcomes such as the influence of socioeconomic and cultural factors, as well as the evolving role of schools in fostering active citizenship in a rapidly changing global environment. The discussion will also address the methodological challenges and innovations in large-scale assessments of civic education.

Drawing from a diverse set of countries across regions, all the papers in this panel use sophisticated quantitative methods to explore how various crises, including war, migration, threats to democratic values, and the COVID-19 pandemic, have influenced civic engagement and democratic dispositions among youth. The findings are of particular interest to educators, policymakers, and researchers seeking to promote effective citizenship education and to understand the broader implications of civic engagement in modern democracies.

This panel is aligned with the mission of the Comparative and International Education Society (CIES) to understand educational issues, trends, and policies through an international, comparative lens. By examining the role of schools and education in shaping civic attitudes during crises, the panel contributes to our understanding of how education systems can foster democratic engagement and social cohesion under challenging circumstances.

Paper 1: Changes in Students’ Civic Engagement After the Invasion of Ukraine: Exploring High-Impact Events Effects in Maltese and European Students
This study investigates how the Russian invasion of Ukraine affected students’ civic engagement across Europe. Using data from the ICCS, it focuses on Maltese students, who were surveyed before and after the invasion, enabling the authors to perform a natural experiment. The analysis looks at how often students discussed political events with their families and peers, as well as their use of digital media to engage with political issues. Findings suggest a significant increase in civic engagement following the invasion, highlighting the influence of high-impact events on young people’s political consciousness. However, the study also finds that schools were not the primary environment for these discussions, raising questions about the role of formal education in fostering political engagement during times of crisis.

Paper 2: COVID-19 Containment Policies and Grade 8 Student Civic Outcomes
This paper examines the effects of COVID-19 lockdowns and school closures on the civic outcomes of eighth-grade students. Using longitudinal ICCS data combined with the Oxford COVID-19 Government Response Tracker (OxCGRT), the study assesses how the pandemic influenced students' civic knowledge, attitudes, and engagement intentions. Results show that longer school closures are associated with declines in civic knowledge and trust in institutions, while stricter lockdown measures correlate with increased intentions to engage in protest activities. The findings suggest that while public health measures were necessary, they inadvertently impacted civic learning and engagement, indicating a need to rethink civic education strategies during global crises.

Paper 3: Schools, Citizenship Education, and Democratic Dispositions Among European Youth: A Comparative Analysis Using ICCS 2016 Data
European societies face rising populism, political polarisation, migration, and disinformation, all of which threaten democratic values. In response, high-quality citizenship education is seen as essential for preparing informed and engaged citizens. This paper examines the relationship between citizenship education approaches and students' democratic dispositions across 14 European countries, drawing on data from the ICCS 2016. Using multilevel modelling, it explores how different teaching methods and school environments shape cognitive, affective, and behavioural democratic dispositions, such as civic knowledge, support for equal rights for immigrants, and participation intentions. The results reveal significant variation across European schools, with open classroom climates and opportunities for participation emerging as consistently impactful factors in promoting democratic engagement. The findings emphasise the need for targeted education strategies to address the complex challenges facing young Europeans today.

Paper 4: Secondary School Students’ Attitudes of Tolerance Towards Minorities
This study investigates secondary school students' attitudes of tolerance towards minorities, using data from the 2009 and 2016 cycles of the ICCS. Drawing on Contact Hypothesis and Acculturation Theory, the study explores how classroom diversity, civic participation, and migration patterns influence students' support for minority rights. OLS regression models reveal that civic participation within schools strongly predicts more tolerant attitudes towards minorities across 16 out of 18 countries, while the effects of classroom diversity are more context-dependent. The findings also show a positive trend in tolerance over time, suggesting a gradual shift towards more inclusive attitudes, even as societies grapple with increased migration and political challenges.

This panel contributes to the understanding of how external crises influence youth civic engagement and democratic dispositions, with a focus on how educational settings mediate these effects. The use of ICCS data and advanced quantitative methods provides valuable insights into the role of education in fostering civic participation during times of political and global crises. Together, these papers underscore the need for schools to play a more active role in shaping democratic dispositions in uncertain times.

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