The Role of Civic Education in Civic Participation Among Students of Some Selected Tertiary Institutions in Zambia

Lucy S. Kamboni, Oliver Magasu, Francis Simui and Gistered Muleya
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Lucy S. Kamboni: School of Humanities and Social Sciences, Kwame Nkrumah University, Kabwe, Zambia
Oliver Magasu: School of Humanities and Social Sciences, Kwame Nkrumah University, Kabwe, Zambia
Francis Simui: Institute of Distance Education, University of Zambia, Lusaka, Zambia
Gistered Muleya: Institute of Distance Education, University of Zambia, Lusaka, Zambia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 4456-4465

Abstract: This study investigated the role of Civic Education in civic participation among students of selected tertiary institutions in Zambia. Adopting a qualitative case study approach within a constructivist paradigm, the research examined how Civic Education equips students with the skills, values, and attitudes necessary for active engagement in civic life. The study relied on Sherry Arnstein’s ladder of citizen participation model and the transformative learning theory. The sample size was 47, comprising 2 Deans of student affairs, 5 lecturers of Civic Education, 8 Student union representatives, and 32 students of Civic Education. Participants were selected using a combination of homogenous and heterogeneous purposive sampling techniques to ensure diverse yet relevant perspectives. Data were collected through semi-structured interviews, focus group discussions (FGDs), and document analysis. Data was analyzed using thematic analysis. The findings of the study revealed that Civic Education significantly contributes to student civic participation by cultivating critical thinking and analytical skills, instilling a sense of responsibility and patriotism, promoting community engagement, and enhancing involvement in governance issues. However, the study identified a notable gap between the theoretical objectives of Civic Education and its practical application, highlighting the need for curriculum amendments in certain institutions to bridge this divide. The study recommends that higher learning institutions actively promote civic participation by funding student-led civic activities and refining pedagogical approaches to incorporate more experiential and participatory learning strategies. Additionally, the Civic Education curriculum should include practical components, and students should be encouraged to assume leadership roles. Strengthening collaboration between students, politicians, and communities is also suggested to enhance students’ civic participation skills. By addressing these areas, the study underscores the transformative potential of Civic Education in shaping informed, engaged, and responsible citizens.

Date: 2025
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