The core focus of this study was to investigate the teaching pedagogies used in Civic Education in Zambian secondary schools and how they promote effective political participation. This study used a qualitative case study. 20 Civic Education teachers and 35 learners in Civic Education classes from 5 selected secondary schools in Lusaka District were purposively selected through homogenous sampling. Oneonone interview were used to collect data from teachers while focus group discussions were used to collected data from learners in Civic Education classes. Thematic data analysis method was used in this study. Findings established that teachers use lecture, debate, discussion, community engagement, education tour, and pupils' management boards in teaching Civic Education in secondary schools. Apart from the lecture method which depends on the teacher as the sole source of knowledge, the other methods are incorporated well in teaching Civic Education and have potential to promote effective political participation among secondary school learners. The study recommends that schools should strengthen Continuous Professional Development (CPD) activities such as Lesson Study Circle, Cluster Meetings and Professional Subject Association Workshops to reinvigorate pedagogies of Civic Education and spur innovative pedagogical approaches that promote effective political participation; The Ministry of General Education should constantly hold educational conferences to sensitise Civic Education teachers on pedagogies that help to prepare learners for political participation as outline in the 2013 Zambia Education Curriculum Framework; The Ministry of General Education and the Curriculum Development Centre (CDC) should consider introducing community based assessment in Civic Education as part of final examination grading than current theoretical based approaches.

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The study was a descriptive case study design aimed at investigating if digital media literacy can lead to Youths' positive engagement in politics. Two secondary schools, a college of education and a university were sampled. The target population size was 178 respondents. Data analysis showed that youths did not stand in elective positions and that youths were not active in voting. The study however, noted that the older youths (20s to 30s) participated more in voting than the younger youths (below 20). The study found that youths were active participants in campaign activities as well as attendance of political meetings. The study concluded that youths did not engage civic leaders on matters related to their livelihood and welfare. Furthermore, the study also found that youths did not engage in supporting of disability rights such as running for autism day. The study however, found that digital media literacy influences youth engagement in politics. The researcher recommended that there was need to place greater priority on the coordination of opportunities for exploration, expression, and empowerment through digital media with risk prevention efforts; adolescents needed to learn to manage, rather than simply avoid, risks inherent to life online... Lastly the study asserted the need to involve youth themselves (through youth councils) in efforts to set policy and inform practice related to digital media.