ICCS 2022 Fact Sheet

Long title
International Civic and Citizenship Education Study
Frequency of data collection
Every 5 years
Previous cycles
2009, 2016
Schedule

(Note: Frequency of data collection changed from seven to five years with the 2022 cycle.)

Objectives
  • Investigate the ways in which young people are prepared to undertake their role as adult citizens in a range of countries (and regions) in the third decade of the 21st century.
  • Explore content and themes associated with global citizenship, sustainable development, migration, changes to traditional political systems, and the use of digital technologies for civic engagement.
  • Addressing both enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change.
  • Help countries gather information to assist with the implementation of their national policies in the area of civic and citizenship education while also monitoring progress toward the UNESCO’s Sustainable Development Goals (SDGs).
  • The study includes region-specific questionnaire material to address aspects related to civic and citizenship education of specific relevance in the European and the Latin American regions.
Research questions
  • How is civic and citizenship education implemented in participating countries?
  • What is the extent and variation of students’ civic knowledge within and across participating countries?
  • What is the extent of students’ engagement in different spheres of society and which factors within or across countries are related to it?
  • What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors influencing their variation?
  • How is schooling in participating countries organized regarding civic and citizenship education and what is its association with students’ learning outcomes?
Assessment domain(s)
  • Civic knowledge, attitudes, and engagement
Study framework (summary)

Civic knowledge framework

  • Four content domains
    • Civic institutions and systems
    • Civic principles
    • Civic participation
    • Civic roles and identities
  • Two cognitive domains
    • Knowing
    • Reasoning and applying

 

Civic attitudes and engagement framework

Two affective-behavioral domains

  • Attitudes
  • Engagement

 

Contextual or background framework

Four context levels

  • Context of the wider community
  • Context of school and classrooms
  • Context of home and peer environment
  • Context of the individual

Two types of variables

  • Antecedents
  • Processes
Participating entities

Numbers

24 education systems (22 countries and 2 benchmarking entities)

 

List

Bulgaria, Brazil, Chinese Taipei, Colombia, Croatia, Cyprus, Denmark, Estonia, France, Germany (i.e., North Rhine-Westphalia and Schleswig-Holstein as benchmarking entities), Italy, Latvia, Lithuania, Malta, Netherlands, Norway, Poland, Romania, Serbia, Slovak Republic, Slovenia, Spain, Sweden

Target population and sample (summary)

Target population

  • Students enrolled in the eighth grade, provided that the average age of students in this grade was 13.5 years or above at the time of the assessment; in countries where the average age of students in Grade 8 was less than 13.5 years, Grade 9 was defined as the target population.
  • Teachers teaching regular classes at the target grade level

 

Sample (students)

INTERNATIONAL STUDY

Approximately 80,000 students and 50,000 teachers from about 3500 schools in 22 countries and two benchmarking participants.

 

REGIONAL PARTS - EUROPEAN

Approximately 65,000 students and 40,000 teachers from 18 European countries and two benchmarking participants.

 

Data collection techniques and instruments (summary)

International student test

  • Measuring students’ civic knowledge and understanding
  • Administered as paper-based assessment (PBA) or computer-based assessment (CBA)

 

Questionnaires

  • International student questionnaire (PBA or CBA)
  • Regional student questionnaire (PBA or CBA)
  • Teacher questionnaire (paper or online)
  • School questionnaire (paper or online)
  • National context survey (online)
Initiator
Study director(s)
Study website(s)
Contact

IEA

Keizersgracht 311

1016 EE Amsterdam

The Netherlands

Tel.: +31 20 625 3625

Fax: +31 20 420 7136

E-mail: secretariat@iea.nl

URL:  https://www.iea.nl/

 

ICCS 2022 International Study Center

ICCS International Study Centre at the Australian Council for Educational Research (ACER)

19 Prospect Hill Rd

Camberwell VIC 3124

Australia

Phone: +61 3 9277 5555

Fax: +61 3 9277 5500

E-mail: iccs@acer.edu.au

 

ICCS 2022 International Project Coordination Center

IEA Hamburg

Überseering 27, 22297

Hamburg, Germany

E-mail: iccs@iea-hamburg.de