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r aziskovanje v vzgoji in izobr aževanju: digitalizacija vzgoje in izobr aževanja ...
Middaugh, 2008), which describes the disparities in civic participation and
engagement that exist between individuals from different socioeconomic
backgrounds. The present study seeks to explore the relationship between
students’ socioeconomic background and civic participation in Slovenia,
Croatia, and Italy, using data from the IEA International Civic and Citi-
zenship Education Study (ICCS) 2016 study. It is essential to examine the
relationship between socioeconomic background and civic participation to
identify potential disparities and improve citizenship education programs.
The focus is on students in their eighth year of schooling, as they are con-
sidered to be at a crucial stage of their development, where their attitudes
and beliefs toward civic and citizenship issues are likely to be shaped. The
purpose of this study is to analyze the aspects of students’ participation
in civic activities and to test the association with students’ socioeconom-
ic background in Slovenia and its bordering countries Italy and Croatia,
which all participated in ICCS 2016.
2. Theoretical background
Marovič et al. (2014) discussed the concept of participation, particularly of
children, and how it experienced a shift towards the end of the 1990s due
to global changes that transformed the perception of children and families.
Children were recognized as the holders of exclusive rights that can guide
their successful development and contribute to the development of socie-
ty. The authors argued that participation, in combination with other con-
cepts such as integration, interdependence, co-responsibility, cooperation,
and co-organization of beings, has become a crucial criterion for democ-
racy in society. They also noted that children’s participation has become a
central concept in reform pedagogy. In this system, children are viewed as
competent individuals who are capable of engaging in dialogue and mak-
ing decisions jointly with adults. As a result, adults are required to listen to
children’s voices and consider their opinions in decision-making process-
es, which has led to the trend of children’s participation in democratic pro-
cesses within the field of education (Ibid.).
The definition of civic participation has been often mixed with civ-
ic engagement and there is not just a single definition (Clougherty, 2009;
Wing, 2009; Zaff, et al., 2010 in Mirazchiyski et. al., 2014). The Nation-
al Research Council and Institute of Medicine (2002) define civic engage-
ment as »working to make a difference in the civic life of our communities
and developing the combination of knowledge, skills, values and motiva-
200
Middaugh, 2008), which describes the disparities in civic participation and
engagement that exist between individuals from different socioeconomic
backgrounds. The present study seeks to explore the relationship between
students’ socioeconomic background and civic participation in Slovenia,
Croatia, and Italy, using data from the IEA International Civic and Citi-
zenship Education Study (ICCS) 2016 study. It is essential to examine the
relationship between socioeconomic background and civic participation to
identify potential disparities and improve citizenship education programs.
The focus is on students in their eighth year of schooling, as they are con-
sidered to be at a crucial stage of their development, where their attitudes
and beliefs toward civic and citizenship issues are likely to be shaped. The
purpose of this study is to analyze the aspects of students’ participation
in civic activities and to test the association with students’ socioeconom-
ic background in Slovenia and its bordering countries Italy and Croatia,
which all participated in ICCS 2016.
2. Theoretical background
Marovič et al. (2014) discussed the concept of participation, particularly of
children, and how it experienced a shift towards the end of the 1990s due
to global changes that transformed the perception of children and families.
Children were recognized as the holders of exclusive rights that can guide
their successful development and contribute to the development of socie-
ty. The authors argued that participation, in combination with other con-
cepts such as integration, interdependence, co-responsibility, cooperation,
and co-organization of beings, has become a crucial criterion for democ-
racy in society. They also noted that children’s participation has become a
central concept in reform pedagogy. In this system, children are viewed as
competent individuals who are capable of engaging in dialogue and mak-
ing decisions jointly with adults. As a result, adults are required to listen to
children’s voices and consider their opinions in decision-making process-
es, which has led to the trend of children’s participation in democratic pro-
cesses within the field of education (Ibid.).
The definition of civic participation has been often mixed with civ-
ic engagement and there is not just a single definition (Clougherty, 2009;
Wing, 2009; Zaff, et al., 2010 in Mirazchiyski et. al., 2014). The Nation-
al Research Council and Institute of Medicine (2002) define civic engage-
ment as »working to make a difference in the civic life of our communities
and developing the combination of knowledge, skills, values and motiva-
200
