From Classroom to Community: Student Civic Engagement for Future Skills Learning

Abstract

Civic participation is a multidisciplinary concept that refers to the active involvement of individuals in community initiatives. It encompasses voluntary actions aimed at collective well-being (Cnaan and Park, 2016; Guthrie, 1995 [1994]) and social transformation. Such activities also generate benefits for the individuals involved in them. Civic engagement encompasses various forms of civic involvement, such as electoral participation, membership in organisations, volunteering and collective action (Adler and Goggin, 2005; Warren, Sulaiman & Jaafar, 2014), but beyond mere participation, this concept reflects a concern for others and leads to action for the common good. At the university level, research has analysed the role of higher education institutions in promoting civic engagement. In addition to the academic and professional training traditionally associated with the concept of student engagement, universities should prepare students for active citizenship in democratic societies (Fellner et al., 2022) and should foster student civic engagement. We agree with Adler and Goggin (2005) that the latter focuses on collaborations between students and organisations within and outside the (higher) educational context with the aim of supporting others and serving the community. It is essential that universities foster critical thinking, cooperation and empathy, forming individuals capable of acting with equity and social justice and facilitating the development of civic responsibility and democratic values - human rights, respect and social inclusion. Student participation and civic engagement are linked to the development of competences that strengthen a participatory culture (Almond & Verba, 1963; Burns, Schlozman, & Verba, 2001; Verba & Nie, 1972, cited in Melkumyan, Pavlyutkin & Prutskova, 2015) through collaborative activities between universities and community entities. In this context, universities should design pedagogical activities that cultivate civic competences essential for active participation and civic engagement. Examples of such activities include service-learning and volunteering, which link academic education with practical experiences of social impact. These and other activities offer space for experiential learning and the development of competences that include but also transcend civic competences: the authors argue that these are learning settings for important Future Skills that allow individuals to successfully act in emerging contexts (Ehlers, 2020). However, in order to enhance awareness and visibility for these Future Skills, it is necessary to establish spaces and tools for reflection. For this reason, an international initiative has started to develop a competence framework and a reflection guideline for Future Skills learning in student participation and civic engagement. The research is based on a systematic literature review on the topic, a thorough analysis of existing frameworks and complemented by several student and experts focus groups. The methodology as well as the first findings and the competence framework will be presented.