Civic and citizenship education, global citizenship education, and education for sustainable development: an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study (ICCS) 2016 and 2022
Abstract Globalization and its impact on contemporary societies have gained new impetus with the notions of global citizenship education (GCED) and education for sustainable development (ESD), considered, together with civic and citizenship education (CCE), as a means for promoting students’ engagem...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-02-01
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| Series: | Large-scale Assessments in Education |
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| Online Access: | https://doi.org/10.1186/s40536-025-00237-y |
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| author | Valeria Damiani Julian Fraillon |
| author_facet | Valeria Damiani Julian Fraillon |
| author_sort | Valeria Damiani |
| collection | DOAJ |
| description | Abstract Globalization and its impact on contemporary societies have gained new impetus with the notions of global citizenship education (GCED) and education for sustainable development (ESD), considered, together with civic and citizenship education (CCE), as a means for promoting students’ engagement in global/local issues and providing them with the awareness and skills to develop a deeper understanding of, and response to, contemporary issues. Research has shown that GCED and ESD, intended as two interrelated and intersecting fields, have strong associations with CCE and how citizenship is conceived in the post-national and global era. This paper aims to examine the issue of GCED/ESD achievement measurement within the field of civic and citizenship education. Combining analysis of the assessment frameworks and of data from the IEA ICCS (2016, 2022) achievement test (the civic knowledge test), it discusses the integration of the conceptualization and measurement of student achievement in civic knowledge with an ex-post operationalization and measurement of student achievement in concepts and content associated with GCED and ESD (for ICCS 2016) and subsequently analyses the associations between test items related to the GCED/ESD domain and those related to “the other CCE” domain in ICCS 2022. Results highlighted the progressive relevance of GCED/ESD in the ICCS studies and the blurred boundaries between GCED/ESD and CCE both in ICCS 2016 and 2022. In disentangling the implicit, growing interrelationship among these areas (theoretically and from a measurement perspective), research findings also showed the evolution of the concept of civic and citizenship education itself. |
| format | Article |
| id | doaj-art-087ad1e082244a21a114e52c7a4e0d86 |
| institution | Kabale University |
| issn | 2196-0739 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Large-scale Assessments in Education |
| spelling | doaj-art-087ad1e082244a21a114e52c7a4e0d862025-02-02T12:34:37ZengSpringerOpenLarge-scale Assessments in Education2196-07392025-02-0113112810.1186/s40536-025-00237-yCivic and citizenship education, global citizenship education, and education for sustainable development: an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study (ICCS) 2016 and 2022Valeria Damiani0Julian Fraillon1LUMSA UniversityInternational Association for the Evaluation of Educational Achievement (IEA)Abstract Globalization and its impact on contemporary societies have gained new impetus with the notions of global citizenship education (GCED) and education for sustainable development (ESD), considered, together with civic and citizenship education (CCE), as a means for promoting students’ engagement in global/local issues and providing them with the awareness and skills to develop a deeper understanding of, and response to, contemporary issues. Research has shown that GCED and ESD, intended as two interrelated and intersecting fields, have strong associations with CCE and how citizenship is conceived in the post-national and global era. This paper aims to examine the issue of GCED/ESD achievement measurement within the field of civic and citizenship education. Combining analysis of the assessment frameworks and of data from the IEA ICCS (2016, 2022) achievement test (the civic knowledge test), it discusses the integration of the conceptualization and measurement of student achievement in civic knowledge with an ex-post operationalization and measurement of student achievement in concepts and content associated with GCED and ESD (for ICCS 2016) and subsequently analyses the associations between test items related to the GCED/ESD domain and those related to “the other CCE” domain in ICCS 2022. Results highlighted the progressive relevance of GCED/ESD in the ICCS studies and the blurred boundaries between GCED/ESD and CCE both in ICCS 2016 and 2022. In disentangling the implicit, growing interrelationship among these areas (theoretically and from a measurement perspective), research findings also showed the evolution of the concept of civic and citizenship education itself.https://doi.org/10.1186/s40536-025-00237-yGlobal citizenship educationEducation for sustainable developmentCivic and citizenship educationInternational civic and citizenship education study (ICCS) |
| spellingShingle | Valeria Damiani Julian Fraillon Civic and citizenship education, global citizenship education, and education for sustainable development: an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study (ICCS) 2016 and 2022 Large-scale Assessments in Education Global citizenship education Education for sustainable development Civic and citizenship education International civic and citizenship education study (ICCS) |
| title | Civic and citizenship education, global citizenship education, and education for sustainable development: an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study (ICCS) 2016 and 2022 |
| title_full | Civic and citizenship education, global citizenship education, and education for sustainable development: an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study (ICCS) 2016 and 2022 |
| title_fullStr | Civic and citizenship education, global citizenship education, and education for sustainable development: an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study (ICCS) 2016 and 2022 |
| title_full_unstemmed | Civic and citizenship education, global citizenship education, and education for sustainable development: an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study (ICCS) 2016 and 2022 |
| title_short | Civic and citizenship education, global citizenship education, and education for sustainable development: an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study (ICCS) 2016 and 2022 |
| title_sort | civic and citizenship education global citizenship education and education for sustainable development an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study iccs 2016 and 2022 |
| topic | Global citizenship education Education for sustainable development Civic and citizenship education International civic and citizenship education study (ICCS) |
| url | https://doi.org/10.1186/s40536-025-00237-y |
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