Young Citizens' Views and Engagement in a Changing Europe IEA International Civic and Citizenship Education Study 2022 European Report
Produktdetaljer
Biographical note
Valeria Damiani has a PhD in Education and is an Associate Professor at LUMSA University, Italy. She worked as a researcher for the second cycle of the IEA International Civic and Citizenship Education Study (ICCS) 2016 and was a member of the Joint Management Committee of ICCS 2022. Her research interests include civic and citizenship education, global citizenship education, education for sustainable development, educational research and social inclusion.
Bruno Losito has a PhD in Education and was a full professor at Roma Tre University, Italy. He participated in several international comparative studies with research interests in civic and citizenship education, comparative studies, and assessment. He was the Italian national research coordinator and member of the international Steering Committee for CIVED 1999 and has been associate research director of ICCS (2009, 2016, and 2022).
Gabriella Agrusti is a full professor at the Department of Humanities, LUMSA University, Italy. She received her Ph.D. in education from Roma Tre University, Italy where she became member of the Joint Management Committee for IEA ICCS since 2009 cycle. She is co-director of Cadmo. An International Journal of Educational Research (Indexed in SSCI Scopus). Her research interests are in the areas of civic and citizenship education, inference processing and assessment practices.
Wolfram Schulz is Principal Research Fellow at the Australian Council for Educational Research. He has high-level experience as leader of large-scale assessment programs and, as an author of numerous publications about international and national research, he is a leading expert in the field of international comparative research. His areas of research interest include civic and citizenship education, computer information literacy and assessment methodology.
This open access report presents the European results from the third cycle (2022) of the IEA International Civic and Citizenship Education Study (ICCS). Eighteen countries and two benchmarking participants (the German states of North Rhine-Westphalia and Schleswig-Holstein) administered the European student questionnaire to target grade students. The purpose of the European student questionnaire is to explore specific European-related civic and citizenship issues derived from the overarching ICCS 2022 assessment framework. It includes questions on students’ opinions on European-related civic and citizenship issues such as students’ sense of European identity, students’ opportunities for learning about Europe, students’ attitudes toward free movement of European citizens, the European Union, and cooperation among European countries. It also includes questions on students’ sustainable behaviors and those related to political consumerism.
ICCS 2022 data allows education systems to evaluate the strengths of educational policies, and measure progress in their educational policies.
Foreword.- List of tables and figures.- Chapter 1: General Overview.- Chapter 2: European Identity and Opportunities for Learning About Europe at School.- Chapter 3: Students’ Attitudes Toward Free Movement Within Europe and Students’ Perceptions of Discrimination.- Chapter 4: Students’ Endorsement of Environmental Cooperation in Europe and Students’ Sustainable Behaviors.- Chapter 5: Students’ Attitudes Toward Europe and the Future of Europe.- Chapter 6: Students’ Expectations and Perceptions for Their Life in the Future.- Chapter 7: Main Findings and Implications for Policy and Practice.- Appendix.
This open access report presents the European results from the third cycle (2022) of the IEA International Civic and Citizenship Education Study (ICCS). Eighteen countries and two benchmarking participants (the German states of North Rhine-Westphalia and Schleswig-Holstein) administered the European student questionnaire to target grade students. The purpose of the European student questionnaire is to explore specific European-related civic and citizenship issues derived from the overarching ICCS 2022 assessment framework. It includes questions on students’ opinions on European-related civic and citizenship issues such as students’ sense of European identity, students’ opportunities for learning about Europe, students’ attitudes toward free movement of European citizens, the European Union, and cooperation among European countries. It also includes questions on students’ sustainable behaviors and those related to political consumerism.
ICCS 2022 data allows education systems to evaluate the strengths of educational policies, and measure progress in their educational policies.
Produktdetaljer
Biographical note
Valeria Damiani has a PhD in Education and is an Associate Professor at LUMSA University, Italy. She worked as a researcher for the second cycle of the IEA International Civic and Citizenship Education Study (ICCS) 2016 and was a member of the Joint Management Committee of ICCS 2022. Her research interests include civic and citizenship education, global citizenship education, education for sustainable development, educational research and social inclusion.
Bruno Losito has a PhD in Education and was a full professor at Roma Tre University, Italy. He participated in several international comparative studies with research interests in civic and citizenship education, comparative studies, and assessment. He was the Italian national research coordinator and member of the international Steering Committee for CIVED 1999 and has been associate research director of ICCS (2009, 2016, and 2022).
Gabriella Agrusti is a full professor at the Department of Humanities, LUMSA University, Italy. She received her Ph.D. in education from Roma Tre University, Italy where she became member of the Joint Management Committee for IEA ICCS since 2009 cycle. She is co-director of Cadmo. An International Journal of Educational Research (Indexed in SSCI Scopus). Her research interests are in the areas of civic and citizenship education, inference processing and assessment practices.
Wolfram Schulz is Principal Research Fellow at the Australian Council for Educational Research. He has high-level experience as leader of large-scale assessment programs and, as an author of numerous publications about international and national research, he is a leading expert in the field of international comparative research. His areas of research interest include civic and citizenship education, computer information literacy and assessment methodology.