School Citizenship Education Through YPAR: What Works? A Mixed-Methods Study in Italy

Abstract

The aim of this study was to assess the quality of the processes of a Youth-led Participatory Action Research (YPAR) citizenship education project by examining a 2-year intervention that involved 43 Italian high school students. We collected qualitative data (focus groups with students and interviews with teachers) to capture participants’ perspectives, as well as longitudinal quantitative data to monitor the process over time (assessing school climate, perceived quality of participation, and group participation norms). The results revealed that YPAR was successful in reducing hierarchy, facilitating group activities, and recognizing youth voice, thus changing students’ perception of their school environment and views on participation and active citizenship. The intervention also changed teachers’ perceptions of students. YPAR proved to be a suitable option for citizenship education in school.

Belief, attitude and critical understanding. A systematic review of social justice in Service‐Learning experiences

“…Only five articles adopted a mixed‐method design to understand the processes that occur during the various stages/activities of social justice‐oriented SL. However, mixed‐method has proven to be very effective in understanding the degree and processes of change (Albanesi, Prati, Guarino, & Cicognani, 2021). All papers emphasized reflection as SL's core process, which underpins its capacity to push students towards more significant engagement with SJ.…”

Longitudinal Predictors of Perceived Climate Change Importance and Worry among Italian Youths: A Machine Learning Approach

“…First, the development of abstract thinking and complex abstract thinking is particularly important in taking in new information and understanding the complexity and seriousness of climate change as well as complex global problems and risks. Second, among adolescents and young adults, understanding the larger world and its problems represents an important developmental challenge [101,102] Indeed, preparing students for sustainable development goals and active citizenship is gaining more importance to the point that they have been formalized as compulsory learning subjects of civic education, which was introduced as mandatory into the Italian education system in 2019 [87,103]. Third, different psychological and social changes mark adolescence such as emotional separation from parents and social autonomy, development of identity and strong peer relationships, challenging the authority and the social structure of society [104].…”

Bridging the Gap between Theoretical Learning and Practical Application: A Qualitative Study in the Italian Educational Context

“…Collaborations between schools and businesses can promote innovative teaching methods [14][15][16] and the dissemination of educational processes geared towards acquiring skills applicable in the workplace [7,17]. Concurrently, this fosters guidance, a culture of self-entrepreneurship [18,19], active citizenship [20], and increased engagement of young individuals in learning processes, facilitated by new technologies [21][22][23]. Research by Fettes and colleagues [24] stressed that it is not simply a matter of "skills transfer", from educational to work context, but a continuous and transformative process during which individuals learn how to recontextualize skills to suit different activities and environments.…”