The first year of implementing civic education in grade 8: aligning teaching practices and student experience (survey-based evidence)
Abstract
The article analyses the results of an empirical study of the first year of implementing the Grade 8 civic education course, based on surveys of students and teachers. It addresses the problem of aligning the declared competency-based potential of the course with actual classroom practice. The aim of the study is to identify the specific features of how the course is perceived by students and teachers, as well as to determine the factors influencing the effectiveness of its implementation.
A mixed-methods approach was employed, combining quantitative and qualitative techniques, including student and teacher questionnaires, comparative analysis of responses, and interpretation of open-ended questions. The sample comprised Grade 8 students and teachers who taught the course during its first year of implementation.
The findings reveal a consistent asymmetry in course evaluations: students tend to focus on its practical relevance, whereas teachers emphasize the importance of long-term civic competencies. A gap is identified between the potential of activity-based learning and its actual implementation, primarily due to methodological challenges and constraints related to instructional time. It is also shown that the potential of the digital supplement is not yet fully utilized.
The study substantiates that improving the effectiveness of the course requires strengthening methodological support and optimizing instructional time. In addition, the systematic integration of digital resources, grounded in students’ experience, is essential. The findings have practical implications for enhancing both the content and pedagogy of civic education
Downloads
References
Hromadianska osvita: Pidruchnyk dlia 8 klasu zakladiv zahalnoi serednoi osvity [Civic Education: Textbook for the 8th Grade of General Secondary Education Institutions]. (2025) / O. I. Pometun, T. O. Remekh, H. V. Sierova. Kyiv : Osvita. 96 s. https://shkola.in.ua/3300-hromadianska-osvita-8-klas-pometun.html [in Ukrainian]
Hromadianska osvita: Pidruchnyk dlia 8 klasu zakladiv zahalnoi serednoi osvity [Civic Education: Textbook for the 8th Grade of General Secondary Education Institutions]. (2025) / I. D. Vasylkiv, V. M. Kravchuk, I. Z. Tanchyn. Ternopil : Aston, 2025. https://pidruchnyk.com.ua/2988-gromadianska-osvita-vasylkiv-8-klas-2025.html [in Ukrainian]
Civic Education (n.d.). V Ukrainska elektronna entsyklopediia osvity [In Ukrainian Electronic Encyclopedia of Education]. Perehlianuto 22 kvitnia, 2026, https://eduglos.iitta.gov.ua/index.php [in Ukrainian]
Modelna navchalna prohrama “Hromadianska osvita. 8 klas” dlia zakladiv zahalnoi serednoi osvity (Pometun ta in.) [Model Study Program “Civic Education. Grade 8” for Institutions of General Secondary Education (Pometun et al.)]. (2024). https://hromadyanska-osvita-8-kl-pometun-ta-in-27082024.pdf [in Ukrainian]
Modelna navchalna prohrama “Hromadianska osvita. 8 klas” dlia zakladiv zahalnoi serednoi osvity (Vasylkiv ta in.) [Model Study Program “Civic Education. Grade 8” for Institutions of General Secondary Education (Vasylkiv et al.)]. (2024). https://hromadyanska-osvita-8-kl-vasylkiv-ta-in-27082024.pdf [in Ukrainian]
Okunovska, Yu.V. (2023). Stanovlennia hromadianskoi osvity v Ukraini [Establishment of civic education in Ukraine]. Politychne zhyttia [Political Life]. (Lyp 2023), 13-17. https://doi.org/10.31558/2519-2949.2023.2.2 [in Ukrainian]
Pometun, O.I. (2023). Navchannia istorii ta hromadianskoi osvity yak chynnyk formuvannia natsionalno hromadianskoi identychnosti uchniv v umovakh voiennoho stanu ta povoiennoho rozvytku Ukrainy [Teaching history and civic education as a factor in forming the national and civil identity of students in the war and post war development of Ukraine]. Ukrainskyi pedahohichnyi zhurnal [Ukrainian Educational Journal]. №2. S. 62–72. https://doi.org/10.32405/2411-1317-2023-2-62-72 [in Ukrainian]
Remekh, T.O., Sierova, G.V. (2026). Rozvytok hromadianskoi kompetentnosti uchniv u konteksti tsyfrovoi ta sotsialnoi transformatsii ukrainskoho suspilstva [Development of civic competence of students in the context of digital and social transformation of Ukrainian society]. Innovatsiina Pedahohika [Innovative Pedagogy]. Vyp. 92. Tom 2. S. 39–43. https://doi.org/10.32782/ip/92.2.7 [in Ukrainian]
Kabinet Ministriv Ukrainy. (2020, September 30). Derzhavnyi standart bazovoi serednoi osvity [State Standard of Basic Secondary Education]: Postanova № 898. https://zakon.rada.gov.ua/laws/show/898-2020-p [in Ukrainian]
Ministerstvo osvity i nauky Ukrainy. (2022, June 6). Kontseptsiia natsionalno-patriotychnoho vykhovannia v systemi osvity Ukraini [The Concept of National-Patriotic Education in the Education System of Ukraine]: Nakaz № 527. https://zakon.rada.gov.ua/rada/show/v0527729-22#Text [in Ukrainian]
Kabinet Ministriv Ukrainy. (2018, October 3). Kontseptsiia rozvytku hromadianskoi osvity v Ukraini [The Concept of Development of Civic Education in Ukraine]: Rozporiadzhennia № 710 (v redaktsii rozporiadzhennia Kabinetu Ministriv Ukrainy vid 8 zhovtnia 2022 r. № 893-r). https://zakon.rada.gov.ua/laws/show/893-2022%D1%80#Text [in Ukrainian]
Ministerstvo osvity i nauky Ukrainy. (2024, August 9). Typova osvitnia prohrama dlia 5-9 klasiv zakladiv zahalnoi serednoi osvity [Typical Educational Program for Grades 5-9 of General Secondary Education Institutions]: Nakaz № 1120. https://mon.gov.ua/static-objects/mon/sites/1/zagalna%20serednya/programy-5-9klas/2024/09.08.2024/typova-osvitnya-prohrama-dlya-5-9-klasiv-zzso-1120-vid-09082024.pdf [in Ukrainian]
Biesta, G. J. J. (2011). Learning Democracy in School and Society: Education, Lifelong Learning, and the Politics of Citizenship. Sense Publishers. http://dx.doi.org/10.1007/978-94-6091-512-3
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage. https://doi.org/10.5539/ELT.V12N5P40
Council of Europe. (2016). Competences for Democratic Culture: Living together as equals in culturally diverse democratic societies. Strasbourg: Council of Europe Publishing. https://rm.coe.int/16806ccc07
Council of Europe. (2018). Reference Framework of Competences for Democratic Culture (Vol. 1–3). https://rm.coe.int/prems-008318-gbr-2508-reference-framework-of-competences-vol-1-8573/16807bc66c
Hoskins, B., Villalba, E., Van Nijlen, D., & Sas, A. (2012). Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator. Social Indicators Research, 123(2), 431–457. https://doi.org/10.1007/s11205-014-0746-z
Kerr, D. (1999). Citizenship education: An international comparison. International Review of Curriculum and Assessment Frameworks, 1(1), 1-23.
OECD TALIS (2018). Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
OECD (2019). OECD Future of Education and Skills 2030: Conceptual learning framework. Paris: OECD Publishing. https://www.oecd.org/education/2030-project/
Print, M. (2007). Citizenship education and youth participation in democracy. British Journal of Educational Studies, 55(3), 325–345.https://doi.org/10.1111/j.1467-8527.2007.00382.x
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Luxembourg: Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/bitstream/JRC107466/pdf_digcomedu_a4_final.pdf
Schulz, W., Fraillon, J., Ainley, J., Losito, B., & Agrusti, G. (2023). IEA International Civic and Citizenship Education Study 2022 international report. Amsterdam: IEA. https://doi.org/10.1007/978-3-031-20113-4
