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r aziskovanje v vzgoji in izobr aževanju: digitalizacija vzgoje in izobr aževanja ...
es that facilitate their participation in civic activities and discussions about
political or social issues. Additionally, students with higher SES may have
greater exposure to civic education and opportunities for civic and citizen-
ship participation both inside and outside of school. This finding indicates
that social background plays an important role in the development of stu-
dents’ civic engagement and participation and that educators should strive
to promote inclusive and diverse civic education that takes into account the
different backgrounds and experiences of students.
Students’ SES also seems to predict the frequency of discussing po-
litical or social issues in all three countries. As the composite variable of
students’ SES is also measured with the education of their parents, one
of the possible explanations could be that students coming from families
with higher SES, also take a greater interest in discussing political and so-
cial issues due to parents’ higher education. Furthermore, the findings may
reflect broader societal patterns of inequality and access to information,
rather than individual differences in motivation or interest in political and
social issues. For example, higher SES individuals may have greater ac-
cess to resources and information that facilitate engagement in discussions
about political and social issues outside of school.
Overall, these findings highlight the importance of addressing the re-
lationship between SES civic and citizenship participation in efforts to pro-
mote civic education and participation among young people. Policymakers
and educators should work to ensure that all students, regardless of their
background, have access to high-quality civic education that fosters the
development of civic knowledge, attitudes, and participation. Additional-
ly, efforts should be made to provide all students with the resources and
opportunities needed to engage in civic activities, such as access to infor-
mation and technology, and opportunities for civic participation both in-
side and outside of school. Research in civic education has identified teach-
ing strategies that influence students’ attitudes and participation outcomes
(Dassonneville et al., 2012; Quintelier, 2010; Reimers et al., 2014 in Treviño
et al., 2021). “For example, open classroom discussion is related to voting
intention (Campbell, 2008), civic knowledge (Persson, 2015), endorsement
of egalitarian values (Caro et al., 2012; Carrasco and Torres Irribarra, 2018),
students’ political efficacy (Martens and Gainous, 2013), and civic com-
petences in general (Isac et al., 2014; Knowles et al., 2018)” (Ibid., pg. 69–
70). Youniss (2011) highlight three key moves to enhance civic education in
school: encouraging public discussion and debate on critical issues; pro-
212
es that facilitate their participation in civic activities and discussions about
political or social issues. Additionally, students with higher SES may have
greater exposure to civic education and opportunities for civic and citizen-
ship participation both inside and outside of school. This finding indicates
that social background plays an important role in the development of stu-
dents’ civic engagement and participation and that educators should strive
to promote inclusive and diverse civic education that takes into account the
different backgrounds and experiences of students.
Students’ SES also seems to predict the frequency of discussing po-
litical or social issues in all three countries. As the composite variable of
students’ SES is also measured with the education of their parents, one
of the possible explanations could be that students coming from families
with higher SES, also take a greater interest in discussing political and so-
cial issues due to parents’ higher education. Furthermore, the findings may
reflect broader societal patterns of inequality and access to information,
rather than individual differences in motivation or interest in political and
social issues. For example, higher SES individuals may have greater ac-
cess to resources and information that facilitate engagement in discussions
about political and social issues outside of school.
Overall, these findings highlight the importance of addressing the re-
lationship between SES civic and citizenship participation in efforts to pro-
mote civic education and participation among young people. Policymakers
and educators should work to ensure that all students, regardless of their
background, have access to high-quality civic education that fosters the
development of civic knowledge, attitudes, and participation. Additional-
ly, efforts should be made to provide all students with the resources and
opportunities needed to engage in civic activities, such as access to infor-
mation and technology, and opportunities for civic participation both in-
side and outside of school. Research in civic education has identified teach-
ing strategies that influence students’ attitudes and participation outcomes
(Dassonneville et al., 2012; Quintelier, 2010; Reimers et al., 2014 in Treviño
et al., 2021). “For example, open classroom discussion is related to voting
intention (Campbell, 2008), civic knowledge (Persson, 2015), endorsement
of egalitarian values (Caro et al., 2012; Carrasco and Torres Irribarra, 2018),
students’ political efficacy (Martens and Gainous, 2013), and civic com-
petences in general (Isac et al., 2014; Knowles et al., 2018)” (Ibid., pg. 69–
70). Youniss (2011) highlight three key moves to enhance civic education in
school: encouraging public discussion and debate on critical issues; pro-
212
