Attitudes of young people towards civic education

Attitudes of young people towards civic education Results of the survey of young people's activities in civic and social activities from Poland, Greece and the Czech Republic.

SIPE Śląski Instytut Edukacji Politycznej

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Fundacja FEIS

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INTRODUCTION

In an insightful exploration of the landscape of civic education, a diverse group of young individuals from Poland, Greece and Czechia participated in a comprehensive survey designed to delve into their experiences, perceptions, and engagement with civic issues.

The participants, hailing from various educational backgrounds and geographical locations, were prompted with a series of questions that aimed to uncover the depth of their political understanding and the extent of their civic involvement.

Respondents were asked to reflect on the effectiveness of civic activities they have witnessed or been a part of, to identify any gaps they perceive in the current forms of civic education, and to recount specific experiences or events that have significantly shaped their political consciousness. From their involvement in youth parliaments to the impact of global events, the answers provided a rich tapestry of the factors influencing the political engagement of today's youth.

You can learn more about the project from its website: https://youththinktank.feis.org.pl The project has been funded with support from the European Commission, under the Erasmus+ Program.

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How would you describe the place where you live? (only 1 answer)

Analyzing the responses to the question about the type of place where respondents live, we get the following results: Average City: 122 out of 294, which constitutes approximately 41.5% of respondents. This is the most common response, indicating that a significant portion of the survey participants live in average-sized cities.

Big City: 96 out of 294, which constitutes approximately 32.7% of respondents. A considerable number of respondents live in big cities, suggesting access to urban resources and possibly more diverse opportunities.

Village: 48 out of 294, which constitutes approximately 16.3% of respondents. This shows that a notable minority of the survey participants come from rural areas or villages.

Small City: 28 out of 294, which constitutes approximately 9.5% of respondents. This indicates that a smaller group of respondents resides in small cities, which may offer a different set of resources and opportunities compared to larger urban areas.

In summary, these results show a diverse range of living environments among the respondents, with the majority living in average to large cities. This diversity in living environments can impact perspectives, experiences, and access to opportunities related to civic engagement and education.

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How would you rate your level of involvement in civic or social activities?

(On a scale of 1 to 10, where 1 is no involvement and 10 is daily civic activity, e.g., councilor, member of a political party. Please consider the actual level of involvement.)

Analyzing the responses to the question regarding the level of involvement in civic or social activities, we get the following results: Low Engagement (Levels 1-3): Level 1: 48 respondents, Level 2: 35 respondents, Level 3: 36 respondents Total: 48 + 35 + 36 = 119 out of 294, constituting approximately 40.5% of respondents. This suggests that a significant portion of the survey participants perceive themselves as having low engagement in civic or social activities.

Moderate Engagement (Levels 4-7): Level 4: 27 respondents, Level 5: 38 respondents, Level 6: 24 respondents, Level 7: 44 respondents Total: 27 + 38 + 24 + 44 = 133 out of 294, constituting approximately 45.2% of respondents.

This indicates that the largest group of survey participants sees their level of involvement in civic or social activities as moderate.

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How would you rate your level of involvement in civic or social activities?

High Engagement (Levels 8-10): Level 8: 24 respondents, Level 9: 11 respondents, Level 10: 7 respondents Total: 24 + 11 + 7 = 42 out of 294, constituting approximately 14.3% of respondents. This demonstrates that a smaller portion of the respondents consider themselves highly engaged in civic or social activities.

In summary, while a considerable number of participants perceive their engagement level as low or moderate, there is a smaller yet significant group that considers themselves highly engaged.

This variation in perceived engagement levels highlights the diversity in commitment and involvement in civic or social activities among the survey participants.

,,In summary, while a considerable number of participants perceive their engagement level as low or moderate, there is a smaller yet significant group that considers themselves highly engaged. ”

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Where do you get your knowledge and skills related to citizenship?

Analyzing the responses to the question about sources of knowledge and skills related to citizenship, we get the following results: Social Media/Internet: 83.3% of respondents selected this option, making it the most popular source. This high percentage indicates a significant reliance on digital platforms for obtaining information and skills related to citizenship.

From school: 64.3% of respondents consider school as a key source, suggesting that formal education plays a major role in citizenship education.

From home: 61.6% of respondents learn about citizenship from their home environment, highlighting the influence of family and home life on civic understanding and engagement.

From peers: 54.8% of respondents gain knowledge and skills from their peers, indicating the importance of social interactions and peer influence in learning about citizenship.

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Where do you get your knowledge and skills related to citizenship?

From the University: 37.1% of respondents who are likely in higher education settings find universities to be a source of citizenship knowledge, underscoring the role of advanced education in this area.

TV/Radio: 35.0% of respondents use traditional media as a source, suggesting that TV and radio continue to play a significant role in civic education.

Guides, books (printed or e-book): 29.2% of respondents utilize books and guides, indicating that traditional reading materials remain relevant for learning about citizenship.

Political parties: 16.7% of respondents learn from political parties, showing that these entities are an important source for some individuals.

Workshops and trainings: 25.8% of respondents value hands-on and practical learning experiences in workshops and training sessions.

NGO (association/foundation): 25.2% of respondents see NGOs as a valuable source of knowledge and skills, reflecting the role of civil society in civic education.

Online courses: 12.6% of respondents use online courses, highlighting the growing but still limited role of online learning in this field.

Youth City Council: 10.9% of respondents gain insights from youth councils, indicating the impact of local civic initiatives.

Other: 1.7% of respondents mentioned other unspecified sources, suggesting that there are additional, less common avenues for learning about citizenship.

In summary, these results show a diverse range of sources through which individuals acquire knowledge and skills related to citizenship.

While digital platforms, especially social media and the internet, are the most prominent, formal education, family, peer interactions, traditional media, and a variety of other sources also contribute significantly to civic education.

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Your educational preferences: What forms of education suit you best (Select up to 2)

Self-Education: Preferred by 48.1% of respondents, indicating that nearly half of the respondents favor learning independently through methods like eBooks and videos. This suggests a significant inclination towards autonomous learning.

Volunteering, Internship or Apprenticeship: Chosen by 53.2% of respondents, making it the most popular choice. This highlights the value placed on experiential learning and practical experiences in the context of civic engagement.

International Youth Exchanges: Selected by 42.3% of respondents, indicating a strong interest in cross-cultural and international experiences as a form of learning. This shows the importance of global perspectives and intercultural exchange in education.

Workshops Organized in a School, Town or Commune: Preferred by 34.1% of respondents. This points to the significance of local, community-based educational activities and the value of learning in a structured group setting.

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Your educational preferences: What forms of education suit you best Live Workshops or Online Courses: Chosen by 26.6% of respondents, suggesting that interactive and real-time learning experiences, both in-person and online, are valued by over a quarter of the participants.

Online Forum or Discussion Groups (e.g., on Discord): 19.8% of respondents prefer this form, highlighting the role of digital platforms and social media in facilitating discussionbased and peer-learning experiences.

Mentoring or Support Groups: Preferred by 15.0% of respondents, indicating that while a smaller proportion, there's still significant interest in guided learning and support structures in education.

In summary, these results reflect a diverse range of educational preferences among respondents, with a notable emphasis on practical, experiential learning methods such as volunteering and internships, as well as self-directed learning.

The interest in international exchanges and community-based workshops also underscores the desire for varied and holistic educational experiences.

,,these results reflect a diverse range of educational preferences among respondents, with a notable emphasis on practical, experiential learning methods such as volunteering and internships, as well as selfdirected learning.”

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Your e-learning preferences: Which form of online education is best for you?

(Select up to 2)

Analyzing the responses to the question about e-learning preferences, we can draw the following conclusions based on the percentages of respondents who chose each form of online education: Videos on YouTube or Other Streaming Platforms: Preferred by 48.8% of respondents, making it the most popular choice. This indicates a strong preference for video content as a medium for learning.

Short Videos on Social Media (e.g., stories, reels, TikTok): Chosen by 47.4% of respondents, highlighting the significant role of social media platforms in delivering engaging and concise educational content.

Observing Thematic Profiles on Social Media: Preferred by 33.1% of respondents, suggesting that following specific educational profiles on platforms like Twitter, Instagram, or Facebook is a popular way to acquire knowledge.

Websites with Educational Materials: Chosen by 27.3% of respondents. This indicates that traditional websites remain a valuable resource for online learning.

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Your e-learning preferences: Which form of online education is best for you?

Live Online Courses and Webinars: Preferred by 23.2% of respondents, showing a notable interest in interactive and real-time online learning experiences.

Mobile Apps: Chosen by 30.0% of respondents, indicating a significant preference for learning through app-based platforms, which offer convenience and accessibility.

E-Learning Platforms: Preferred by 15.0% of respondents, highlighting the role of structured online learning environments in education.

E-Books: Preferred by 10.6% of respondents, suggesting that digital books are a less popular but still relevant medium for online learning.

Infographics: Chosen by 7.5% of respondents, indicating that visually engaging and concise formats like infographics are appreciated by some learners.

Magazines (Printed/Online): Preferred by 7.2% of respondents, showing that digital and printed magazines are a less common but still used source of educational content.

In summary, these results show a diverse range of e-learning preferences among respondents, with a strong inclination towards video-based content, particularly on streaming platforms and social media. Interactive and mobile learning experiences also play a significant role, indicating the importance of engaging and accessible formats in online education.

,,diverse range of e-learning preferences among respondents, with a strong inclination towards videobased content, particularly on streaming platforms and social media.”

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Your time for education. How much time can you devote to civic education?

About 1 Hour a Week: Chosen by 100 out of 292 respondents, constituting approximately 34.2%. This is the most common response, indicating that the majority of respondents are able to dedicate around one hour a week to civic education.

Between 2 and 5 Hours per Week: 71 out of 292 respondents, approximately 24.3%. A significant number of respondents can devote a few hours each week, suggesting a moderate level of commitment.

About 1 Hour a Month: 62 out of 292 respondents, approximately 21.2%. This indicates that a substantial group of respondents has limited time, managing only about an hour a month for civic education.

I Don't Have Time for That Right Now: 48 out of 292 respondents, approximately 16.4%.

This response suggests that a notable portion of the survey participants currently find themselves too busy or otherwise unable to allocate any time for civic education.

More Than 6 Hours a Week: 11 out of 292 respondents, constituting approximately 3.8%. A smaller group of respondents is able to dedicate a significant amount of time to civic education each week, indicating a high level of commitment or interest in the subject.

In summary, these results show a wide range of time commitments to civic education among the respondents. While the most common amount of time dedicated is about one hour per week, there are variations, with some able to devote more and others less. This variation can be influenced by individual circumstances such as workload, personal interest, and the perceived importance of civic education. The data suggests the need for flexible civic education programs that can accommodate varying time commitments.

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Distance. How far are you willing to go in relation to citizenship education?

Based on the provided data regarding the willingness of respondents to travel for citizenship education, we can infer the following: Online or at Home Only: 45 responses, which is 15.4% of the respondents. This reflects a preference for convenience and accessibility in citizenship education.

At School, University, or at My Workplace: 51 responses, constituting 17.5% of the respondents. This shows a significant number of individuals are willing to engage in citizenship education in their regular environments.

In My City: 34 responses, accounting for 11.6% of the respondents. This group prefers to access citizenship education within their immediate urban area.

The Nearest Nearby Towns: 25 responses, making up 8.6% of the respondents. A smaller proportion is open to traveling to nearby towns for such educational opportunities.

In My Area: 17 responses, which is 5.8% of the respondents. This indicates a readiness to travel within a broader local region for citizenship education.

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Distance. How far are you willing to go in relation to citizenship education?

Across the Country: 18 responses, representing 6.2% of the respondents. A similar proportion to those willing to travel within their local area are also open to nationwide travel for citizenship education.

Abroad (International Programs): 102 responses, the highest at 34.9% of the respondents.

This notable figure suggests a strong interest and willingness to participate in international educational programs, indicating a global perspective and openness to cross-cultural experiences.

In summary, the data reveals a wide spectrum of preferences regarding travel for citizenship education. While a substantial number show readiness to participate in international programs, others prefer or are limited to engaging in such education within the comfort of their homes or local institutions.

This range of willingness to travel underscores the need for varied citizenship education programs that cater to both local and international interests, as well as those that leverage online platforms to make education accessible to all.

,...a substantial number show readiness to participate in international programs, others prefer or are limited to engaging in such education within the comfort of their homes or local institutions.”

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What topics related to citizenship education would you like to learn more about?

(Select up to 3)

The percentages provided offer insights into the topics of citizenship education that respondents are interested in learning more about: Youth Policy: With 129 responses, accounting for 44.0% of the respondents, this is the most popular topic. It indicates a strong interest in policies that directly affect the youth.

Media and Fake News: Chosen by 125 respondents, making up 42.7% of the total. This reflects a keen interest in understanding the media landscape and discerning misinformation.

Civil Rights and Obligations: 124 respondents, or 42.3% of the total, want to learn more about their rights and duties as citizens, highlighting the importance of legal and civic education.

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What topics related to citizenship education would you like to learn more about?

Climate: 97 respondents (33.1%) are interested in learning about climate issues, signifying an environmental consciousness and desire for education on this pressing global challenge.

Social Activity: Chosen by 98 respondents, or 33.4% of the total, indicating a strong interest in engaging in society and community matters.

New Technologies in Politics: 82 respondents (28.0%) are interested in how technology intersects with the political sphere, pointing to the relevance of digital literacy in modern governance.

Elections and Voting: 77 respondents (26.3%) want to learn about electoral processes, underscoring the importance of participatory democracy.

History of Democracy: 71 respondents (24.2%) are interested in the historical context of democratic systems, showing a desire to understand the evolution of governance.

Youth City Councils: With 53 responses (18.1%), there's interest in youth engagement at the municipal level, reflecting an interest in local governance.

School Council: 37 respondents (12.6%) show an interest in student representation in educational settings, which is important for early civic involvement.

Other: 15 respondents (5.1%) have interests in other areas not listed, suggesting a range of niche topics that could be explored within citizenship education.

These percentages highlight the areas of citizenship education that are most relevant and appealing to the respondents. Youth policy, media literacy, civil rights, and environmental issues are among the top interests, indicating a demand for educational content that is both relevant to contemporary challenges and empowering for civic participation.

The interest in school and youth city councils also points to a desire for engagement in democratic processes starting at a young age. The diversity of topics reflects the multifaceted nature of citizenship and the various interests that individuals may have in understanding and shaping their communities.

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What obstacles do you face when thinking about civic engagement?

(Mark all that apply to you)

Analyzing the responses to the question about obstacles faced when considering civic engagement, the data reveals: I don't feel like I have enough knowledge or skills: This is the most cited obstacle, with 128 responses, accounting for 44.6% of the respondents, indicating that nearly half of the individuals feel they lack the necessary knowledge or skills for civic engagement.

I don't have time for this type of activities: Very close in number, with 127 responses or 44.3%, suggesting that time constraints are a major barrier for a similar proportion of respondents as knowledge and skills.

I lack self-confidence: Reported by 104 respondents, which is 36.2% of the total, signifying that over a third of the participants feel self-confidence is a significant barrier to their civic involvement.

Such activities are not organized in my town: 65 responses, making up 22.6% of the total, indicate that the availability of civic activities is a limiting factor for a substantial number of respondents.

These activities are taking place too far away from me: 51 responses or 17.8% show that distance is an obstacle for some individuals when it comes to participating in civic activities.

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What obstacles do you face when thinking about civic engagement?

It seems to me that such actions do not bring real changes anyway: 54 respondents, or 18.8%, express skepticism about the effectiveness of civic actions, questioning the impact of such engagement.

I have difficulty communicating in English: Noted by 41 respondents (14.3%), this obstacle suggests that language barriers can hinder participation in civic activities, especially in contexts where English is used as the primary medium of communication.

I am afraid that I will be rejected in the group because of my style, beliefs or religion: 47 respondents, or 16.4%, are concerned about social acceptance and the fear of being ostracized within civic groups.

I have health problems or disabilities that prevent me from participating actively: A small number of respondents (8 or 2.8%) face physical challenges that impede active participation.

Other obstacles: 21 respondents (7.3%) indicate there are other varied barriers not specifically listed in the survey options. As part of the "other" answer, 2 respondents marked "no barriers".

In summary, these results highlight significant perceived barriers to civic engagement among respondents, with a lack of knowledge or skills and time constraints being the most prominent. Additionally, self-confidence, accessibility of activities, and skepticism about the efficacy of engagement are notable factors. Understanding these obstacles is crucial for designing strategies and interventions that aim to foster greater civic participation.

,,...significant perceived barriers to civic engagement among respondents, with a lack of knowledge or skills and time constraints being the most prominent.”

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Do you feel there are appropriate institutions or organizations available that could help you with civic engagement?

Based on the data provided, here is the analysis of respondents' perceptions of the availability of institutions or organizations that could help with civic engagement: Yes, many institutions/organizations: 57 respondents, which constitutes 19.50% of those surveyed, feel that there are many institutions or organizations available to assist with civic engagement.

Yes, several institutions/organizations: 154 respondents, making up the largest proportion at 52.70%, believe there are several institutions or organizations available to help with civic engagement.

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Do you feel there are appropriate institutions or organizations available that could help you with civic engagement?

I'm not sure: 75 respondents, or 25.7%, are uncertain about the presence of institutions or organizations that could support their civic engagement. This group represents a significant portion of the respondents, indicating that there may be a need for better communication and information about the resources available for civic participation.

There are no such institutions/organizations: 6 respondents, or 2.1%, feel that there are no institutions or organizations available to assist them. While this is the smallest group, it highlights that there are still individuals who perceive a complete lack of support structures for civic engagement in their areas.

These percentages suggest that while a majority of respondents acknowledge at least several institutions or organizations that could assist with civic engagement, a noteworthy percentage is not sure about the availability of such resources, pointing to a potential area for improvement in making these institutions more known and accessible.

,,...while a majority of respondents acknowledge at least several institutions or organizations that could assist with civic engagement, a noteworthy percentage is not sure about the availability of such resources...”

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Do you feel you have sufficient access to information about civic engagement opportunities?

The percentages provided alongside the responses offer a quantitative view of how the respondents perceive their access to information about civic engagement opportunities: I am always up to date: 9% of respondents feel they are consistently informed about opportunities for civic engagement, which suggests they are well-connected to information channels.

I often know where to look for information: 34.9% of respondents are generally aware of where to find relevant information, indicating that a significant portion of the survey participants feel confident in their ability to access information about civic engagement.

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Do you feel you have sufficient access to information about civic engagement opportunities?

Sometimes it's hard for me to find the information I need: 28.8% of respondents encounter difficulties in locating the information they need at times, pointing to occasional challenges in accessing information.

I rarely know where to look: 23.9% of respondents infrequently know where to find information, which suggests that nearly a quarter of those surveyed experience barriers to accessing information on civic engagement.

I almost never have access to the information I need: 3.4% of respondents almost never have the information they need, highlighting that a small fraction of the population feels largely uninformed and potentially disconnected from civic engagement resources.

These percentages underscore that while a portion of respondents feels well-informed about civic engagement, there is a notable number of individuals who face challenges in accessing information, which could be addressed by improving the visibility and dissemination of information on civic engagement opportunities.

“...a portion of respondents feels wellinformed about civic engagement, there is a notable number of individuals who face challenges in accessing information...”

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How do you assess the effectiveness of the civic activities you participated in or observed?

The provided percentages alongside the responses offer a clear understanding of how the respondents assess the effectiveness of the civic activities they have participated in or observed: Very effective - they brought measurable results: 8.71% of respondents felt the civic activities were very effective, indicating a small group has seen clear outcomes from these activities.

They were often effective: 28.22% of respondents found the activities to be often effective, suggesting that a notable portion of the participants generally sees positive results from civic activities.

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How do you assess the effectiveness of the civic activities you participated in or observed?

Mixed feelings - some actions were effective, others were not: The majority, at 37.63%, have mixed feelings about the effectiveness of the activities, highlighting that experiences can vary widely, and not all initiatives meet their objectives.

They rarely produced the desired results: 8.71% of respondents felt the activities rarely worked as intended, which, while a minority, indicates there is room for improvement in the execution or design of these activities.

I have never observed the effectiveness of actions: 16.72% have never observed effectiveness, pointing to a significant portion of respondents who may either lack exposure to effective civic activities or have been part of initiatives that did not have a noticeable impact.

These insights can be instrumental in understanding the perceived impact of civic activities and in identifying areas where they can be improved to ensure they are effective and that their outcomes are visible and meaningful to the participants.

,,These insights can be instrumental in understanding the perceived impact of civic activities and in identifying areas where they can be improved to ensure they are effective and that their outcomes are visible and meaningful to the participants”

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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

SIPE Śląski Instytut Edukacji Politycznej

sipe_institute

Fundacja FEIS

feis.foundation