Medne, D.; Lastovska, A.; Lāma, G.; Grava, J. The Development of Civic Competence in Higher Education to Support a Sustainable Society: The Case of Latvian Higher Education. Sustainability2024, 16, 2238.
Medne, D.; Lastovska, A.; Lāma, G.; Grava, J. The Development of Civic Competence in Higher Education to Support a Sustainable Society: The Case of Latvian Higher Education. Sustainability 2024, 16, 2238.
Medne, D.; Lastovska, A.; Lāma, G.; Grava, J. The Development of Civic Competence in Higher Education to Support a Sustainable Society: The Case of Latvian Higher Education. Sustainability2024, 16, 2238.
Medne, D.; Lastovska, A.; Lāma, G.; Grava, J. The Development of Civic Competence in Higher Education to Support a Sustainable Society: The Case of Latvian Higher Education. Sustainability 2024, 16, 2238.
Abstract
When examining the crucial role of civic competence in fostering sustainable societies, economies, and ecosystems, its significance for cultivating responsible and engaged citizens in our ever more interconnected global landscape must be recognized. Notably, education influences the development of civic competence throughout the learning experience at all levels of education. This research aims to explore the evolution of students’ self-assessment in terms of civic competence and its three sub-competences. The objective is to comprehend the present status of students’ self-assessments and explore their potential impact on the formation of a sustainable society. Data were collected for this study using an assessment tool elaborated in the ESF project “Development and Implementation of the Education Quality Monitoring System” for students’ generic competences. The tool, presented in a digital form using the QuestionPro platform, measures six generic competences, including civic competence. A total of 1,166 bachelor students and 354 Master’s students participated in the study, representing 22 Latvian higher education institutions. The study’s findings indicate that civic competence in the sample is considerably lower than the other generic competences measured, with a greater dispersion of results. The results also highlight specific areas within universities that require improvement during the learning process to cultivate individuals who are sustainable and socially responsible members of society.
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