Pub Date : 2024-06-02DOI: 10.1177/14788047241259164
Berto Šalaj, Anja Gvozdanović, Martina Horvat
Political knowledge and democratic attitudes are recognized in contemporary studies as important dimensions of democratic political culture. Furthermore, knowledge and attitudes can be seen as integral parts of political competence. Unlike other dimensions of political culture such as, for example, political participation, political interest, etc., research on political knowledge and democratic attitudes are more an exception than a rule. This assessment is especially true for Croatia. In this paper, we attempt to address some of these gaps by focusing on the exploration of political competences of Croatian final-year secondary school students. The paper is divided into two major sections. In the first part, we discuss the meaning and importance of political competence for the functioning of democratic political systems. The second part consists of a presentation and discussion of the research results on political knowledge and democratic attitudes of Croatian final-year secondary school students conducted in three time points - 2010, 2015 and 2021. By doing so, we want to detect the levels of political knowledge and democratic attitudes, as well as the possible changes that occurred in these levels during the research period. Finally, we are also interested in the relationship between these two dimensions of political competence.
{"title":"Political competence of Croatian secondary school students 2010–2021","authors":"Berto Šalaj, Anja Gvozdanović, Martina Horvat","doi":"10.1177/14788047241259164","DOIUrl":"https://doi.org/10.1177/14788047241259164","url":null,"abstract":"Political knowledge and democratic attitudes are recognized in contemporary studies as important dimensions of democratic political culture. Furthermore, knowledge and attitudes can be seen as integral parts of political competence. Unlike other dimensions of political culture such as, for example, political participation, political interest, etc., research on political knowledge and democratic attitudes are more an exception than a rule. This assessment is especially true for Croatia. In this paper, we attempt to address some of these gaps by focusing on the exploration of political competences of Croatian final-year secondary school students. The paper is divided into two major sections. In the first part, we discuss the meaning and importance of political competence for the functioning of democratic political systems. The second part consists of a presentation and discussion of the research results on political knowledge and democratic attitudes of Croatian final-year secondary school students conducted in three time points - 2010, 2015 and 2021. By doing so, we want to detect the levels of political knowledge and democratic attitudes, as well as the possible changes that occurred in these levels during the research period. Finally, we are also interested in the relationship between these two dimensions of political competence.","PeriodicalId":505666,"journal":{"name":"Citizenship, Social and Economics Education","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273440","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}
Pub Date : 2024-04-18DOI: 10.1177/14788047241246806
Vinita Srivastava
This research examines the role of effort at the school level in ensuring climate literacy and the influence of climate literacy on the environmental behavior of children. Literature has shown that pro-environmental behavior is mediated by hope and despair amongst the children. An attempt has been made to study the same. Also, the role of climate literacy in inducing indoor generation behavior was studied. The research is based on a questionnaire developed to measure the constructs (Efforts at the school level, hope, despair, climate literacy, pro-environmental behavior, and indoor generation behavior). The questionnaires were used to survey 477 students of the middle and high-level schools in Delhi National Capital Region (DelhiNCR), India. CB -Structural Equation modeling was used to study the influence and significance of the relationships. The research revealed that climate literacy, positively and significantly influenced proenvironmental behavior, while it wasn’t positively influencing indoor generation behavior. Hope was been found to positively mediate pro-environmental behavior. This research is one of its kind and explored the psychological and behavioral implications of climate literacy amongst school students.
{"title":"Study of climate literacy and pro-environmental behavior amongst students","authors":"Vinita Srivastava","doi":"10.1177/14788047241246806","DOIUrl":"https://doi.org/10.1177/14788047241246806","url":null,"abstract":"This research examines the role of effort at the school level in ensuring climate literacy and the influence of climate literacy on the environmental behavior of children. Literature has shown that pro-environmental behavior is mediated by hope and despair amongst the children. An attempt has been made to study the same. Also, the role of climate literacy in inducing indoor generation behavior was studied. The research is based on a questionnaire developed to measure the constructs (Efforts at the school level, hope, despair, climate literacy, pro-environmental behavior, and indoor generation behavior). The questionnaires were used to survey 477 students of the middle and high-level schools in Delhi National Capital Region (DelhiNCR), India. CB -Structural Equation modeling was used to study the influence and significance of the relationships. The research revealed that climate literacy, positively and significantly influenced proenvironmental behavior, while it wasn’t positively influencing indoor generation behavior. Hope was been found to positively mediate pro-environmental behavior. This research is one of its kind and explored the psychological and behavioral implications of climate literacy amongst school students.","PeriodicalId":505666,"journal":{"name":"Citizenship, Social and Economics Education","volume":" 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685792","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}
Pub Date : 2024-02-22DOI: 10.1177/14788047241233485
Tom Lucey, Xiaoying Zhao
As democracies have deteriorated worldwide, understanding preservice teachers’ perceptions regarding teaching about the 2020 US presidential election helps teacher educators better guide them to make informed and intentional pedagogical decisions for democratic education. Through a survey study, we found that early childhood and elementary preservice social studies teachers did not express a strong degree of comfort teaching about the presidential election and were most comfortable teaching about matters of literacy and of political agreement.
{"title":"Seeking the masculine with the feminine: P-6 pre-service teachers’ views on teaching about the 2020 US presidential election","authors":"Tom Lucey, Xiaoying Zhao","doi":"10.1177/14788047241233485","DOIUrl":"https://doi.org/10.1177/14788047241233485","url":null,"abstract":"As democracies have deteriorated worldwide, understanding preservice teachers’ perceptions regarding teaching about the 2020 US presidential election helps teacher educators better guide them to make informed and intentional pedagogical decisions for democratic education. Through a survey study, we found that early childhood and elementary preservice social studies teachers did not express a strong degree of comfort teaching about the presidential election and were most comfortable teaching about matters of literacy and of political agreement.","PeriodicalId":505666,"journal":{"name":"Citizenship, Social and Economics Education","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140438108","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}
Pub Date : 2024-02-12DOI: 10.1177/14788047241232329
Enrique-Javier Díez-Gutiérrez, Eva Palomo-Cermeño
In Spain social education professionals have been incorporated progressively into the educational system in certain Autonomous Communities. The necessity to integrate these professionals is the object of analysis in this work. For this purpose, a systematic literature review (SLR) of fifty-six articles published in open access from January 2000 to August 2020 has been conducted in the databases Scopus, Dialnet, Web of Science, Redalyc and Scielo. The extended criteria of the University of York were used as a validation tool. The findings reflect that the role of social education professionals is essential from the approach of an inclusive and comprehensive education in the educational system. It is clear that in a changing society the interaction of the school with its social environment is increasingly decisive in the development and training of students. Thus, the conclusions and discussion show that the social educator's role and tasks are fundamental and that it would be necessary to integrate them in all schools. As the law enacted in 2021 -Organic Law for the comprehensive protection of children and adolescents against violence- proposes, it is key to incorporate the figure of a welfare and protection coordinator in all schools.
{"title":"A literature review of the role played by social educators in the Spanish schooling system","authors":"Enrique-Javier Díez-Gutiérrez, Eva Palomo-Cermeño","doi":"10.1177/14788047241232329","DOIUrl":"https://doi.org/10.1177/14788047241232329","url":null,"abstract":"In Spain social education professionals have been incorporated progressively into the educational system in certain Autonomous Communities. The necessity to integrate these professionals is the object of analysis in this work. For this purpose, a systematic literature review (SLR) of fifty-six articles published in open access from January 2000 to August 2020 has been conducted in the databases Scopus, Dialnet, Web of Science, Redalyc and Scielo. The extended criteria of the University of York were used as a validation tool. The findings reflect that the role of social education professionals is essential from the approach of an inclusive and comprehensive education in the educational system. It is clear that in a changing society the interaction of the school with its social environment is increasingly decisive in the development and training of students. Thus, the conclusions and discussion show that the social educator's role and tasks are fundamental and that it would be necessary to integrate them in all schools. As the law enacted in 2021 -Organic Law for the comprehensive protection of children and adolescents against violence- proposes, it is key to incorporate the figure of a welfare and protection coordinator in all schools.","PeriodicalId":505666,"journal":{"name":"Citizenship, Social and Economics Education","volume":"52 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782243","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}
Pub Date : 2024-02-12DOI: 10.1177/14788047241232329
Enrique-Javier Díez-Gutiérrez, Eva Palomo-Cermeño
In Spain social education professionals have been incorporated progressively into the educational system in certain Autonomous Communities. The necessity to integrate these professionals is the object of analysis in this work. For this purpose, a systematic literature review (SLR) of fifty-six articles published in open access from January 2000 to August 2020 has been conducted in the databases Scopus, Dialnet, Web of Science, Redalyc and Scielo. The extended criteria of the University of York were used as a validation tool. The findings reflect that the role of social education professionals is essential from the approach of an inclusive and comprehensive education in the educational system. It is clear that in a changing society the interaction of the school with its social environment is increasingly decisive in the development and training of students. Thus, the conclusions and discussion show that the social educator's role and tasks are fundamental and that it would be necessary to integrate them in all schools. As the law enacted in 2021 -Organic Law for the comprehensive protection of children and adolescents against violence- proposes, it is key to incorporate the figure of a welfare and protection coordinator in all schools.
{"title":"A literature review of the role played by social educators in the Spanish schooling system","authors":"Enrique-Javier Díez-Gutiérrez, Eva Palomo-Cermeño","doi":"10.1177/14788047241232329","DOIUrl":"https://doi.org/10.1177/14788047241232329","url":null,"abstract":"In Spain social education professionals have been incorporated progressively into the educational system in certain Autonomous Communities. The necessity to integrate these professionals is the object of analysis in this work. For this purpose, a systematic literature review (SLR) of fifty-six articles published in open access from January 2000 to August 2020 has been conducted in the databases Scopus, Dialnet, Web of Science, Redalyc and Scielo. The extended criteria of the University of York were used as a validation tool. The findings reflect that the role of social education professionals is essential from the approach of an inclusive and comprehensive education in the educational system. It is clear that in a changing society the interaction of the school with its social environment is increasingly decisive in the development and training of students. Thus, the conclusions and discussion show that the social educator's role and tasks are fundamental and that it would be necessary to integrate them in all schools. As the law enacted in 2021 -Organic Law for the comprehensive protection of children and adolescents against violence- proposes, it is key to incorporate the figure of a welfare and protection coordinator in all schools.","PeriodicalId":505666,"journal":{"name":"Citizenship, Social and Economics Education","volume":"40 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842170","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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