Does citizenship education matter?: Young people’s citizenship activity in countries with different citizenship education experience

Abstract In this article we investigate the relationship between different educational systems and the citizenship activity of young people. We refer to a three-dimensional citizenship model developed by Zalewska and Krzywosz-Rynkiewicz: passive (patriotism and national activity); semi-active (loyalty and civic virtues); and active (political, social personal and action for change). A total of 1719 18-year-old students who almost completed their citizenship education at all levels of schooling, from fourteen European countries, were evaluated using the Citizenship Behavior Questionnaire. The results show that citizenship education is most effective when delivered as a separate subject at two levels of the educational system. However, the above does not apply to two types of citizenship behaviour: (1) personal activity, which flourishes when citizenship education is integrated with other subjects and is delivered at two levels of education; and (2) political activity, which is highest when citizenship education is integrated with other subjects and taught at one level only. The analysed models of citizenship education seem to promote different types of citizenship behaviour. Integration of citizenship education with other subjects enhances the willingness to participate in political life. Teaching citizenship using a mixed intensive model (integrated and as a school subject) is associated with higher levels of personal activity, whereas limiting it a school subject contributes to patriotism.