Education for Citizenship in Times of Global Challenge - Schulz, Wolfram;Ainley, John;Fraillon, Julian
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This open access book investigates the ways in which young people around the world are prepared to undertake their roles as citizens. It presents the international results from the third cycle of the study IEA's International Civic and Citizenship Education Study (ICCS 2022). Based on data from 24 countries or benchmarking participants from Europe, Latin America, and Asia, ICCS 2022 studies contexts for and learning outcomes of civic and citizenship education in a wide range of national contexts at the beginning of the third decade of the 21st Century. It responds to both enduring and emerging…mehr

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Produktbeschreibung
This open access book investigates the ways in which young people around the world are prepared to undertake their roles as citizens. It presents the international results from the third cycle of the study IEA's International Civic and Citizenship Education Study (ICCS 2022). Based on data from 24 countries or benchmarking participants from Europe, Latin America, and Asia, ICCS 2022 studies contexts for and learning outcomes of civic and citizenship education in a wide range of national contexts at the beginning of the third decade of the 21st Century. It responds to both enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. The study addresses issues related to young people's engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development. Further, it contains data that reflects civic-related aspects of recent developments such as students' perceptions of restrictions in response to national emergencies and their trust in scientists.

Over the past 50 years, the IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. Prior to ICCS 2022, the IEA had conducted four international comparative studies of civic and citizenship education, with a first survey implemented in 1971, a second in 1999, a third in 2009 and a fourth in 2016. ICCS 2022 data allows education systems to evaluate the strengths of educational policies, from a comparative perspective, and to measure progress in achieving critical social objectives of their educational policy agendas.

Autorenporträt
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, and he directed the first three cycles of the IEA Civic and Citizenship Education Study (ICCS 2009, 2016, 2022). His areas of research interest include civic and citizenship education, computer information literacy and assessment methodology. Julian Fraillon is currently Senior Project Advisor to the IEA after having worked as research director at the Australian Council for Educational Research. With leadership experience from a broad range of large-scale assessment projects he has directed the IEA International Computer and Information Literacy Study (ICILS 2013, 2018, 2023) and coordinated test development for the IEA International Civics and Citizenship Education Study (ICCS 2009, 2016 and 2022). Bruno Losito was a full professor at the Department of Education, Roma Tre University, Italy with a PhD in Education. He participated in several international comparative studies with research interests in civic and citizenship education, comparative studies and assessment. He was an Italian national research coordinator and member of the international Steering Committee for CIVED 1999, and he 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 has been a member of the Joint Management Committee for IEA ICCS since the 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. Valeria Damiani has a PhD in Education and is Associate Professor at LUMSA University, Italy. She worked as researcher for the second cycle of the IEA International Civic and Citizenship Education Study (ICCS) 2016 and is currently member of the Joint Management Committee of for ICCS 2022. Her research interests include civic and citizenship education, global citizenship education, education for sustainable development, educational research, and social inclusion. John Ainley is a Principal Research Fellow in the Educational Monitoring and Research Division at the Australian Council for Educational Research. Up to July 2010, he was Research Deputy CEO and directing its National and International Surveys Program. In recent years, Dr Ainley has worked on the IEA International Civic and Citizenship Education Study (ICCS) and the IEA International Computer Information Literacy Study (ICILS) and was the Framework Lead for TALIS 2018. Tim Friedman has a PhD in Psychology from Monash University, Australia and is a Senior Research Fellow who has worked at ACER since 2007 within the Surveys and International Assessments Division. Tim has been involved in working on large-scale surveys including the IEA's International Computer and Information Literacy Study (ICILS 2013 and 2018) and the International Civic and Citizenship Education Study (ICCS 2009 and 2016). Tim is the project coordinator for ICCS 2022.