Civic lifelong education: fostering informed citizenship amidst global challenges and democratic transformations

Abstract

Amidst times of wars, societal conflicts, global climate change and polarisations that are perceived as threats to democratic coexistence, there is a recurring call in the public discourse for the strengthening of civic lifelong education (Banks et al., 2023; Hurtado, 2019; KrzywoszRynkiewicz & Kennedy, 2022; Petrie et al., 2019). The pressing need to foster an informed and engaged citizenry becomes increasingly evident as societies grapple with complex challenges and the erosion of democratic values. In this editorial, we delve into the significance of civic adult education in fostering sustainable democracies and explore the potential avenues for further research in this field. The editorial also aims to explore the significance of civic lifelong education in the aftermath of the Russian war against Ukraine, reflecting on its implications and the imperative for further research in this domain. This journal has a long tradition to focus on engagement with civic lifelong education research. So, the concept of ‘citizen’ and its associated topic of ‘Citizenship and its learning’ has emerged as a prominent and recurring theme throughout the 2010 decade and even prior to that (Holford et al., 2022). This emphasis on citizenship reflects a recognition of the vital role that lifelong education plays in fostering active and engaged citizens. By examining the multifaceted aspects of citizenship, from its theoretical foundations to its practical implications, the International Journal of Lifelong Education contributes to the ongoing dialogue on how adult learning can foster civically responsible individuals who actively contribute to their communities and strive for positive societal change (e.g. Bananuka & Mugarra, 2023; Li, 2017; Ngozwana, 2017). This editorial considers aligning with the longstanding tradition of exploring the intersection of citizenship and adult learning in the field of education, and also emphasises the need to extend this research focus beyond the 2010 decade – exemplifying the Russian war against Ukraine as a major current crisis and searching for possible educational responses. This emphasis on civic adult education has also a global dimension. Thus, the GRALE V (Global Report on Adult Learning and Education) published by the UNESCO Institute for Lifelong Learning (UIL, 2022) places citizenship and civic education at its centre, recognising the crucial role they play in adult learning and education. The report states that nearly 74% of countries are developing or implementing policies related to citizenship education, emphasising its growing importance in addressing contemporary challenges. By placing citizenship and civic education at the forefront, the report reinforces the need to prioritise research, policy development, and practice in adult civic education to address the evolving needs of societies and support active and engaged citizens. Additionally, in this journal, we have highlighted the lack of studies focusing on civic education and civic engagement in the Global South. Civic adult education in these regions is often neglected in scholarly research and public discussions, warranting greater attention (Bananuka & Mugarra, 2023). Among lifelong education practitioners and scholars, there have been significant voices criticising the lacking attention of the field to questions of democracy. Three decades ago, Boggs (1991) made an important argument about the crucial role of adult education in serving democracy. He posited that, above all other purposes it may serve, the primary contribution of adult education in a democratic society is civic education. Failure to do so would relegate adult education to the periphery of this vital aspect of adult life and contribute to the ongoing trend INTERNATIONAL JOURNAL OF LIFELONG EDUCATION 2023, VOL. 42, NO. 4, 335–341 https://doi.org/10.1080/02601370.2023.2234133