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.

In Italy, the number of buildings that have fallen into disuse is huge; also the normative and regulative framework promoting public portfolio’s re-use and revitalisation is still unclear and blurred. Nevertheless, in the last ten years, these buildings have become fertile ground for innovation and creative experiences by civic actors. The rise of this new category of civic actors plays an important role, both from the institutional side and the kind of initiatives and practices they process. They act in different manners but according to an in-depth analysis they share similar patterns of behaviour. What has emerged is that, although the different contexts, where they operate, the institutional performances might be successful if only certain kinds of conditions are taken into consideration. Based on some basic features, civic actors and their dynamics with public administrations are analysed to understand conditions that allow revitalisation processes to be successful in unused public buildings.

The objective of this research article is to determine if social and cultural capital are factors that cause inequalities in the level of knowledge in civic and citizenship education, between Latin American and European countries. To achieve this purpose, information from the National Study of Civic and Citizen Education -ICCS-, of the International Association for the Evaluation of Educational Achievement -IEA-, of the year 2016, is used. Methodologically speaking, the Educational Production Function -EPF- is estimated and subsequently, the Oaxaca-Blinder decomposition technique is applied to quantify the differences in civic and citizenship education and see how much they are explained by the characteristics of the student and their family. the school, the social and cultural capital. As a main result, educational inequalities were found in favor of European countries, and are due to a greater extent to differences in school resources, between Latin American and European countries, followed by differences in social and cultural capital, therefore, it is the European students who make the best use of and benefit from the differences in school endowments and in social and cultural capital.

Every country has some specific heraldry. In this paper, we will consider heraldry in the Republic of Macedonia, understood by the multitude of coats of arms, and armorial knowledge and art. The paper covers the period from independence until the name change (1991-2019). It covers the state coat of arms of the Republic of Macedonia especially the 2009 change. Special attention is given to the development of the municipal heraldry, including the legal system covering the subject. Also personal heraldry developed in 21 century is considered. The paper covers the development of heraldry and the heraldic thought in the given period, including the role of the Macedonian Heraldic Society and its journal Macedonian Herald in development of theoretic and practical heraldry, as well as its Register of arms and the Macedonian Civic Heraldic System.

This study investigates the effect of perceived discrimination on the mental health of Afghan refugees, and secondly, tests the distress moderating effects of pre-migration traumatic experiences and post-resettlement adjustment factors. In a cross-sectional design, 259 Afghans completed surveys assessing perceived discrimination and a number of other factors using scales developed through inductive techniques. Multivariate analyses consisted of a series of hierarchical regressions testing the effect of perceived discrimination on distress, followed by a sequential analysis of moderator variables. Perceived discrimination was significantly associated with higher distress, and this relationship was stronger among those with a strong intra-ethnic identity, high civic engagement, and high pre-resettlement traumatic experiences. Discrimination is a significant source of stress for Afghan refugees, which may exacerbate stresses associated with other post-migration stressors. Future research is needed to tailor interventions that can help mitigate the stress associated with discrimination among this highly vulnerable group.

Civic engagement refers to the ways in which citizens participate in the life of a community to help shape its future or improve conditions for others. While it might have been shaped by the COVID-19 pandemic recovery, this study explored how college students perceive civic engagement on selected campuses that were partially locked down. We sampled 1036 student volunteers from six universities in Taiwan by using a self-designed module of civic engagement and transferable capabilities. The Student’s t-test, ANOVA, regression, factor analysis, and structural equation modeling (SEM) were used to interpret the differences and relationships among these variables. This study provides a more detailed example of the current status of civic engagement and its relative to transferable capabilities in a higher education setting. The related programs and institutes should take responsibility for enhancing students’ civic engagement and transferable capabilities during the pandemic. How to ameliorate the situation? The findings suggest that it should consider a student’s academic major, learning experiences in the department, and time spent on related activities during the pandemic recovery. The findings might prove useful to various campuses for enhancing ongoing practices.

This study assesses the development of professional skills in university students using serious games (SG), from a sustainability perspective. The Sustainable Development Goals (SDGs) were set by the United Nations’ 2030 Agenda for Sustainable Development. Universities are strategic agents in the transformation process towards sustainability. This way, they should be committed to promoting such sustainable values in the students through curricular sustainability, implementing active methodologies and SG for that purpose. Transversal skills are essential for the development of future graduates. The objective of this study was to assess which professional skills should be developed through the SG called The Island, to improve the degree of student satisfaction with the incorporation of a sustainable curriculum. The data were obtained using a questionnaire, and then analysed using linear regression models, with their inference estimated through the goodness of fit and ANOVA. The first results indicated that the implementation of the SG promoted a strengthening of the students' sustainable curriculum through the development of those skills. It was concluded that the key to success in education for sustainable development is improving the development of strategic thinking, collaborative thinking, and self-awareness, in addition to encouraging systemic, critical, and problem-solving thinking.

The impact of the climate crisis on urban environments and life within them is evident. In the face of challenges like heatwaves, floodings and other extreme events, pollution, and declining quality of life in cities, there is a growing demand for the preservation and expansion of urban green spaces, often driven by citizen-led transformations. This paper examines 100 urban greening projects initiated or supported by citizens globally, categorizing them according to the type of greenery, the stakeholders involved, the mode of implementation and the use of smart technologies incorporated. We notice variations in green endeavors based on the stakeholders spearheading them, however most of entirely citizen-led initiatives aimed at the creation of urban farms and food growing, demonstrating the pressuring needs for food securing and self-determination in communities. More than half of the assessed initiatives that managed to scale up and multiply had public authorities providing a framework or a type of support for their development or an NGO or other organization providing expertise and mobilize citizens at various stages. In terms of technological use, we find mostly websites and social media platforms easing participatory endeavors and knowledge sharing of best practices, accelerating scaling efforts, while there is a low integration of more advanced digital technologies, which if used, could enable real-time monitoring of green spaces, inform evidence-based decision-making, and streamline processes in scaling up green initiatives.