This chapter seeks to understand the relationship between profiles of good citizenship and sociodemographic, economic, political, and cultural country variables, seeking to deepen the understanding of good citizenship in the participating countries of IEA's International Civic and Citizenship Education Study (ICCS) 2016. Using a comparative policy approach, the chapter explores three groups of factors that may relate to contextual differences in notions of good citizenship: (i) political (forms of democracy, legal system, levels of corruption, and authoritarianism); (ii) economic (growth and economic inequality); and (iii) cultural (values and norms, levels of tolerance, role of the internet). The results show that, although there are common patterns among all or most countries (low proportion of anomic profiles, high proportion of comprehensive and socially-engaged profiles), there are also important differences in the distribution of these profiles across countries, depending on the geographic location and type of government regime. National income and use of social media are the two most significant variables to explain differences in notions of good citizenship between countries.

Los resultados del estudio a los jóvenes chilenos participantes del Estudio Internacional de Educación Cívica y Ciudadanía 2016 enfatizan la necesidad de que la escuela influya positivamente en la formación de ciudadanos, lo que ha sido reforzado por la Ley Nº 20.911. Mediante una metodología cualitativa y siguiendo un enfoque interpretativo de estudio de caso múltiple, este artículo busca caracterizar formas de concreción de la política educativa de formación ciudadana en ocho establecimientos educacionales del país, analizando las perspectivas de directivos, profesores y estudiantes de octavo básico, prácticas de aula y el contenido de los planes de formación ciudadana. Los resultados muestran que la elaboración del Plan de Formación Ciudadana ha carecido de acompañamientos y su responsabilidad recae principalmente en el docente encargado de cada escuela, lo cual implica que, en muchos casos, no exista una reflexión colaborativa sobre el tipo de ciudadano que se quiere formar. Asimismo, se asigna la labor de formar ciudadanos a la asignatura de Historia, Geografía y Ciencias Sociales, contradiciendo el carácter transversal de la formación ciudadana en el currículo escolar. Finalmente, el Plan de Formación Ciudadana se elabora principalmente para cumplir con la normativa ministerial vigente.

The concept of "good citizenship" has long been part of discussions in various academic fields. Good citizenship involves multiple components, including values, norms, ethical ideals, behaviors, and expectations of participation. This chapter seeks to discuss the idea of good citizenship by surveying the academic literature on the subject. To map the scientific discussion on the notion of good citizenship, a systematic review of 120 academic articles published between 1950 and 2019 is carried out. The review of the literature shows that good citizenship is broadly defined, incorporating notions from multiple fields, although these are mainly produced in Western countries with comparatively higher income levels. Additionally, although there is no single definition of good citizenship, the academic literature focuses on three components: the normative, active, and personal dimensions. This systematic review informs the estimation of citizenship profiles of Chap. 3 using the IEA International Civic and Citizenship Education Study (ICCS) 2016. Keywords Citizenship norms • Good citizenship • Systematic review •

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