Catálogo de publicaciones - libros

The International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries. ICCS 2016, a continuation of the study initiated in 2009, served as a response to the emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016). ICCS 2016 reported on student achievement using a test of conceptual knowledge and understanding of aspects of civics and citizenship. The study accordingly collected and analyzed data on students’ values, beliefs, attitudes, behaviors, and behavioral intentions related to civics and citizenship.

This chapter examines students’ sense of their European identity, a construct that reflects the degree to which students identify with the European region and that is related to the affectivebehavioral domain attitudes in the ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016). The chapter also presents findings on students’ opportunities to learn about Europe at school.

This chapter provides findings on students’ attitudes toward European citizens having the freedom of movement that allows them to work and live throughout Europe. The chapter also considers findings on students’ attitudes toward equal rights for immigrants (e.g., voting, education). These constructs reflect the content domain related to students’ attitudes toward civic principles that is included in the affective-behavioral dimension of the ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016).

This chapter examines constructs related to students’ attitudes toward civic society and systems (i.e., students’ attitudes toward European cooperation and the European Union, and students’ perceptions of Europe in the future). It also examines a construct related to students’ attitudes toward civic identities (i.e., students’ perceptions of their own individual future) (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016).

Within its overarching purpose of investigating the ways in which young people are prepared to undertake their roles as citizens in a range of countries and through its questionnaire for students in participating European countries, the International Civic and Citizenship Education Study 2016 (ICCS 2016) addressed issues related to the specific European context and to the problems currently facing Europe. Decreased solidarity together with the increase in populist, nationalist, anti-establishment political parties in several European countries are the factors complicating dynamics linked not only to the original project of European integration but also to the economic and political relationships between countries (Archick, 2017). Furthermore, in recent years, public debate in Europe has been characterized by broad questions relating to citizens’ sense of belonging to Europe, the need for stronger cooperation among European countries, and concerns about immigration and the effects of the financial crisis.