Fostering democratic citizenship in culturally diverse societies: Insights from Taiwan’s ICCS 2022

• In Event: Constructing Citizenship through Education: Textbooks, Competencies, and Democratic Practices Across Contexts

Proposal

In an era marked by increasing global polarization, challenges to democratic institutions, and heightened cultural diversity, the question of how education can nurture democratic citizenship has become urgent. Comparative international studies highlight the crucial role of civic education in equipping young people with the competencies, attitudes, and values needed to engage constructively in society (Schulz et al., 2018; Torney-Purta et al., 2001). Taiwan is a culturally diverse and socially divided society, where civic education and multicultural literacy play a crucial role in fostering democratic engagement and social cohesion.The authorties and reseachers, therefore, are have increasingly emphasized the development of civic educaiton and multicultural competencies among students, reflecting broader societal recognition of cultural diversity and democratic citizenship（Shih, 2020; Chen et al., 2024; Ching&Fung, 2024）. Furthermore, the Ministry of Education (MOE) of Taiwan emphasizes the importance of civic education and multicultural literacy in the "12-Year Basic Education Curriculum Guidelines." These guidelines aim to cultivate students' abilities to engage in democratic participation, respect cultural diversity, and contribute to a harmonious society. (MOE, 2019). The MOE's vision is to foster well-rounded individuals who possess the competencies necessary for active citizenship and intercultural understanding in the diverse and divided world.
Multicultural attitudes are often linked to civic outcomes. Students who are more accepting of diversity are also more likely to participate in democratic processes, support human rights, and engage in civic life (Munniksma & Verkuyten, 2013; Torney-Purta et al., 2001). International Civic and Citizenship Education Study (ICCS) also indicates that attitudes toward diversity are positively associated with civic knowledge and future civic engagement (Schulz et al., 2018). These findings highlight that civic education should not only focus on knowledge acquisition but also promote intercultural understanding and inclusivity.
Empirical research has also explored the psychological and social underpinnings of multicultural attitudes. Wang, Chuang, and Chen (2022) found that teachers with personal intercultural experiences were more accepting of diversity, despite encountering language-related and familial biases. Furthermore, Shih (2020) documents that elementary school curricula emphasizing multiculturalism not only enhance cultural inclusivity but also promote students’ sense of social equity. From a critical perspective, Nesterova (2019) highlights that while Taiwan’s multicultural policies aim to support Indigenous communities, they often reflect assimilationist tendencies that fail to fully redress structural inequities. Moreover, multicultural education has been associated with students’ civic efficacy—the belief in one’s ability to participate effectively in civic and political life (Morgan, 2016). This suggests that multicultural attitudes are not only an end in themselves but also a mechanism through which democratic participation and civic empowerment are strengthened.
In Taiwan, the integration of multiculturalism into civic education has become essential amidst growing social diversity and identity transformation. Liu’s (2001) revealed that despite curriculum-level attention to civic values, the pressures of high-stakes testing often relegated such content to low priority. Previous research has also shown that while Taiwanese students demonstrate strong civic knowledge compared to global peers, their attitudes toward cultural diversity reveal significant variation (Schulz et al., 2018; Lee, 2016). This highlights the need to explore how multicultural attitudes intersect with civic efficacy and intended civic participation in Taiwan.
The study draws on the Taiwanese sample of ICCS 2022 (N = 5,227) to examine the relationships among civic self-efficacy, multicultural attitudes, and civic participation intentions. Using confirmatory factor analysis (CFA) to validate constructs and structural equation modeling (SEM) to test hypothesized pathways, the findings show that civic self-efficacy strongly predicts civic participation intentions, with multicultural attitudes serving as a mediator. Adolescents who are more open to cultural diversity not only exhibit higher self-efficacy but also express greater willingness to participate in civic life, underscoring the importance of fostering inclusive attitudes alongside strengthening efficacy beliefs in preparing young people for democratic engagement.
Finally, This research provides new empirical evidence from Taiwan, extending civic education and multiculturalism studies beyond Western contexts and offering insights for East Asia. It positions multicultural attitudes as both outcomes of civic education and drivers of civic participation, bridging two often separate research traditions. Using ICCS data, the study shows how large-scale assessments can address Taiwan’s challenges of cultural diversity and democratic development while contributing to global debates multicultual and democratic issues. Ultimately, it argues that preparing youth for democratic life requires not only strengthening civic self-efficacy but also fostering inclusive attitudes toward cultural difference.

Author

• Johnny YiGang Chen, National Tsing Hua University Taiwan