Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/252265 
Erscheinungsjahr: 
2022
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 15141
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
With the rise of polarization and extremism, the question of how best to transmit civic virtues across generations is more acute than ever. In this paper, we test the hypothesis that schools can be the place for this transmission by empowering students and gathering them around concrete and democratically chosen objectives. We draw on an RCT implemented in a large sample of middle schools in three European countries. The evaluated program leads students to carry out collective citizenship projects in their immediate communities under the supervision of teachers trained in student-centered teaching methods. The program significantly increases student altruism, their political self-efficacy as well as the quality of their relationship with their classmates and their respect for the rules of school life (less sanctions and absenteeism). In all three countries, the benefits are greater for students with the highest level of altruism and interest in politics at baseline. Investments made at an early age appear to be complement to those made during adolescence for the production of civic virtues.
Schlagwörter: 
citizenship
education
teaching practices
project-based learning
RCT
youth
JEL: 
I20
I24
J24
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
919.71 kB





Publikationen in EconStor sind urheberrechtlich geschützt.