Citizenship, Social and Economics Education最新文献

Economic competencies as part of 21st century skills and their relevance to predicting the choice of a study program. 经济能力作为21世纪技能的一部分及其预测学习计划选择的相关性。

Citizenship, Social and Economics Education Pub Date : 2025-03-13 eCollection Date: 2025-12-01 DOI: 10.1177/14788047251314814

Michael Jüttler, Stephan Schumann, Nicolas Hübner, Benjamin Nagengast

{"title":"Economic competencies as part of 21st century skills and their relevance to predicting the choice of a study program.","authors":"Michael Jüttler, Stephan Schumann, Nicolas Hübner, Benjamin Nagengast","doi":"10.1177/14788047251314814","DOIUrl":"10.1177/14788047251314814","url":null,"abstract":"<p><p>The debate surrounding skills that young people will need in the future to master current national and global challenges is subject to a continuous, controversial process. A consensus has resulted in what are known as twenty-first-century skills. These skills aim to enable learners to form well-founded opinions and be educated to become responsible citizens. In this context, significant weight can be attributed to economic competencies, but it remains unclear what role economic competencies play in predicting study program choices. This paper provides a comprehensive discussion of economic competencies as a part of twenty-first-century skills and as a predictor for program choices. To achieve this, we analysed the economic competencies of 1397 Swiss students in different study programs. Based on multinomial regression models, our findings show that students in economics disciplines score higher in terms of economic knowledge and skills. However, considering motivational-affective dimensions of economic competencies, students in several other study programs have similar scores to those of economics students. This paper makes an important contribution regarding economic competencies as part of twenty-first-century skills and their domain-specificity when transitioning from secondary education to university.</p>","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"24 2-3","pages":"182-214"},"PeriodicalIF":0.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12667036/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145662600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Building a resillient digital society of young Europeans: an assesment of Kosovo's standing and needs for a digital citizenry 建设欧洲青年有活力的数字社会：评估科索沃的地位和对数字公民的需求

Citizenship, Social and Economics Education Pub Date : 2024-01-23 DOI: 10.1177/14788047231225624

Alban Elshani, Besfort T. Rrecaj

引用次数: 0

Critical-democratic citizenship in Dutch tertiary vocational education: Analyzing opportunities for growth 荷兰高等职业教育中的批判民主公民意识：分析发展机遇

Citizenship, Social and Economics Education Pub Date : 2024-01-10 DOI: 10.1177/14788047231225376

M. Coopmans, I. van der Veen, Remmert Daas

{"title":"Critical-democratic citizenship in Dutch tertiary vocational education: Analyzing opportunities for growth","authors":"M. Coopmans, I. van der Veen, Remmert Daas","doi":"10.1177/14788047231225376","DOIUrl":"https://doi.org/10.1177/14788047231225376","url":null,"abstract":"Previous studies suggest that secondary school students in vocational tracks receive fewer opportunities to practice with critical-democratic citizenship than students in academic tracks. Less is known about the role of critical-democratic citizenship education in tertiary vocational education and training (VET). Utilizing questionnaire data collected in 2021 amongst 350 Dutch VET students, a structural equation model was constructed in which we conjointly studied to what extent differences in students’ attitudes towards societal awareness and sound opinion forming are associated with 1) students’ experiences regarding the curriculum content, 2) openness of the classroom climate for discussion, 3) autonomy and structure provided by the teacher and 4) intrinsic value of the experienced citizenship education. This latter element was found to be especially relevant, as it was associated with both societal awareness and sound opinion forming, whereas classroom climate played only a minor role. Students’ societal awareness was also associated with both the experienced curriculum content and the autonomy and structure offered by the teacher. These results offer important practical implications to further improve opportunities for critical-democratic citizenship in VET.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"10 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘I have discovered how to have faith in my students’: Negotiating a citizenship education curriculum with vocational education students 我发现了如何对学生充满信心"：与职业教育学生协商公民教育课程

Citizenship, Social and Economics Education Pub Date : 2024-01-09 DOI: 10.1177/14788047231225747

Esther M A Geurts, R. Reijs, H. Leenders, Emmy M C Simons, Maria W J Jansen, C. J. Hoebe

{"title":"‘I have discovered how to have faith in my students’: Negotiating a citizenship education curriculum with vocational education students","authors":"Esther M A Geurts, R. Reijs, H. Leenders, Emmy M C Simons, Maria W J Jansen, C. J. Hoebe","doi":"10.1177/14788047231225747","DOIUrl":"https://doi.org/10.1177/14788047231225747","url":null,"abstract":"Although the curriculum ideally serves the interests of its recipients, student perspectives have been marginalised in curriculum negotiation. Our objective is to better meet the needs and wishes of vocational education students by including them in planning, acting/observing and reflecting on the citizenship education curriculum. In this participatory action research project students were made responsible for designing, developing and delivering a lesson for their peers. Data collection consisted of interviews, focus group discussions and observations during three action rounds involving five classes. Even though many teachers were initially sceptical about their students’ abilities, it turned out that students enjoyed engaging in curriculum negotiation. Students were the main drivers of the curriculum. Relevant factors for implementation were: teachers’ beliefs about student capabilities and attitudes, changing roles and responsibilities, and safe and constructive classroom dynamics. Students were exposed to a wide variety of skills and challenges. Future research should focus on studying the same participants during multiple implementation rounds. Also, opportunities for curriculum negotiation activities within other topics should be explored. Lastly, a more rigid analysis of the learning outcomes as well as the impact on personal development of students and teachers would be recommended.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"24 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Political knowledge of youth and their proneness to prejudice: Empirical test of direct and indirect effect via right-wing authoritarianism 青年的政治知识与偏见倾向：通过右翼独裁主义对直接和间接影响的实证检验

Citizenship, Social and Economics Education Pub Date : 2024-01-04 DOI: 10.1177/14788047231225378

Jelena Matić Bojić, Kosta Bovan

{"title":"Political knowledge of youth and their proneness to prejudice: Empirical test of direct and indirect effect via right-wing authoritarianism","authors":"Jelena Matić Bojić, Kosta Bovan","doi":"10.1177/14788047231225378","DOIUrl":"https://doi.org/10.1177/14788047231225378","url":null,"abstract":"In this paper, we explored how political knowledge related to generalised prejudice, defined as the common variance of three highly correlated specific prejudice concerning ethnicity, gender and sexual orientation. We aligned our hypotheses with the Cognitive Ability and Style to Evaluation (CASE) model, which postulates the mechanism underlying the relationship between individual-level cognitive variables and intergroup outcomes. As knowledge in its many forms correlates with and serves as a proxy of cognitive abilities, we hypothesised that political knowledge, when considered a precursor of prejudice, can be expected to act similarly to cognitive variables within the CASE model. We performed an empirical test of the hypothesised relationships on a nationally representative sample of Croatian students in their final year of secondary education (aged 17–19). As expected, there was a significant negative association between political knowledge and generalised prejudice, both direct and indirect via right-wing authoritarianism. Youth with higher political knowledge had significantly lower levels of generalised prejudice. In addition, while there were differences in the overall levels of political knowledge, right-wing authoritarianism and generalised prejudice between students attending different secondary education programmes, the pattern of relationships between these concepts was found to be stable across educational settings.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"22 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Linguacultural and cognitive aspects of teaching the language of Kazakh legends 哈萨克传说语言教学中的语言文化和认知问题

Citizenship, Social and Economics Education Pub Date : 2023-12-12 DOI: 10.1177/14788047231221109

Assel Zakirova, S. Maigeldiyeva, Gabit Tuyakbayev

{"title":"Linguacultural and cognitive aspects of teaching the language of Kazakh legends","authors":"Assel Zakirova, S. Maigeldiyeva, Gabit Tuyakbayev","doi":"10.1177/14788047231221109","DOIUrl":"https://doi.org/10.1177/14788047231221109","url":null,"abstract":"The relevance of the study lies in the fact that, in the information society, people are beginning to forget their roots, traditions, values and cultural origins, which have been formed throughout the history of the country's formation. Restoration of the lost through the study of folklore (tales, fairy tales, epics, proverbs, sayings, etc.) can revitalise the historical and cultural legacies of the past and advance global comprehension. In this regard, this article is aimed at defining the basic principles and approaches to teaching the language of Kazakh legends and other folklore works. The leading methods for studying this problem are the methods of analysis, classification, deduction, synthesis, generalization and comparison of results, which will help to study the issue of the linguistic, cultural and cognitive impact of the learning process of the language of Kazakh legends. Folklore genre studies’ features are outlined, and their salient features are emphasised; conducted a thorough literature analysis and elucidated the fundamental ideas of teaching legends; strategies, tactics, and ways to improve students’ reading comprehension in the context of teaching folklore were found.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139007473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Constitutional values & political trust: Foundations for student democratic participation 宪法价值&;政治信任:学生民主参与的基础

Citizenship, Social and Economics Education Pub Date : 2023-10-02 DOI: 10.1177/14788047231204617

Vlasta Ilišin, Nikola Baketa

{"title":"Constitutional values & political trust: Foundations for student democratic participation","authors":"Vlasta Ilišin, Nikola Baketa","doi":"10.1177/14788047231204617","DOIUrl":"https://doi.org/10.1177/14788047231204617","url":null,"abstract":"The paper is based on the concept of political culture, which is particularly important for the maintenance and functioning of a democratic political system and is closely linked with the politicl literacy of young people. In this paper research focus is on the two dimensions of political culture – political values and trust. Specifically, the main research question is: what are the determinants of accepting constitutional values and the trust in political institutions of final year secondary school pupils? The paper use the data provided by research on political literacy of final year secondary school pupils. In order to provide answer to the research question the hierarchical multiple regression is used. In the first step, particular socio-demographic variables (sex, education of mother and education of father) were introduced. In the second step, the type of secondary school education was added. The third group of predictors encompassed the level of religiosity, generalized prejudices and authoritarianism. In the final step political knowledge was included. The introduced model provides certain explanation regarding constitutional values, but fails to explain distrust in political institutions. The phenomenon of low trust in political institutions is discussed in paper.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135900306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chinese international students’ wellbeing: Experiences of assessment in higher education 中国留学生幸福感:高等教育评估的经验

Citizenship, Social and Economics Education Pub Date : 2023-08-01 DOI: 10.1177/14788047231194173

Qiao-ling Dai

{"title":"Chinese international students’ wellbeing: Experiences of assessment in higher education","authors":"Qiao-ling Dai","doi":"10.1177/14788047231194173","DOIUrl":"https://doi.org/10.1177/14788047231194173","url":null,"abstract":"While there is growing research identifying the academic and nonacademic challenges to the wellbeing of Chinese international students, there is little discussion about the differences in and challenges of the assessment they experience. This gap appears to come from a tacit assumption that assessment is universal worldwide, or that students will automatically learn strategies to deal with all the contrasts in assessment themselves. Based on personal experience, literature review and the interview responses of a group of Chinese international students’ in the UK answers are sought to three research questions regarding their experiences. Academic hospitality is the theoretical underpinning of the research as this emphasises the bilateral collaboration between international students and higher education providers to support students’ successful transition. The findings show that most participants were surprised and confused about the variety of assessment formats, the expected answers for assessment, and the autonomous learning they experienced in the UK, which were diverse from previous experience in China. While most Chinese students used similar strategies when they first encountered assessment in British universities, they developed new strategies when they realised the diverse expectations. These Chinese internationals needed ongoing support for assessment from the whole university.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"110 1","pages":"118 - 133"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78974768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students’ and teachers’ voice on the outcomes of a citizenship education curriculum 学生和教师对公民教育课程成果的声音

Citizenship, Social and Economics Education Pub Date : 2023-08-01 DOI: 10.1177/14788047231193917

M. Evagorou, M. Vrikki, E. Papanastasiou

{"title":"Students’ and teachers’ voice on the outcomes of a citizenship education curriculum","authors":"M. Evagorou, M. Vrikki, E. Papanastasiou","doi":"10.1177/14788047231193917","DOIUrl":"https://doi.org/10.1177/14788047231193917","url":null,"abstract":"The current study aims to examine students’ and teachers’ voices and views on the outcomes of the implementation of a curriculum as relevant and appropriate to enhance students’ citizenship skills by engaging them in dialogic and argumentative practices. To achieve the aim an innovative curriculum, consisting of 15 lessons per education level (pre-primary, primary and secondary) was developed. These lessons involved teachers and students in dialogue and argumentation around themes of citizenship education as cultural literacy using dialogue and argumentation as tools. The sample consisted of the responses of 134 teachers and 78 secondary school students. Overall, the curriculum was successful on supporting students on dialogue, argumentation and cultural literacy. A second finding has to do with teachers identifying changes in their practices related to dialogue and argumentation during the enactment of the curriculum. Furthermore, teachers underline the aspect of student enjoyment of the curriculum during the implementation. This finding supports the democratic and participatory aspect of the curriculum and adds a successful example of citizenship curriculum to the literature. Students emphasize as important aspects of the curriculum the fact that it makes the connection to everyday life, and is different from usual classroom related issues.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"11 1","pages":"100 - 117"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90823984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Citizenship education through high school history in Turkey 土耳其通过高中历史进行公民教育

Citizenship, Social and Economics Education Pub Date : 2023-07-31 DOI: 10.1177/14788047231190385

Zafer Kuş, Hilal Mert

{"title":"Citizenship education through high school history in Turkey","authors":"Zafer Kuş, Hilal Mert","doi":"10.1177/14788047231190385","DOIUrl":"https://doi.org/10.1177/14788047231190385","url":null,"abstract":"This research was undertaken to better understand how the teaching of high school history contributes to citizenship education in Turkey. To achieve this goal, we focused on two main research questions. First, what does the history curriculum in Turkey include regarding citizenship education? Second, what do history educators think about contributing to citizenship education? Phenomenology, one of the qualitative research designs, was applied while seeking the answers to these research questions. Data diversity was ensured, and the history curriculum was analyzed in the first stage of the study. In the second stage, using a semi-structured interview protocol, interviews were conducted with history educators as the relevant curriculum implementers and the findings were examined using content analysis. It was found that the relationship between citizenship and history education is mainly centered on national identity construction. History courses promote democratic and global citizenship to a very limited extent, and, for a variety of reasons, the high school history curriculum of Turkey falls short of achieving the objectives of democratic citizenship education.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"1 1","pages":"85 - 99"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88767501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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