Assessing the teachers’ and students’ views on citizenship education curriculum practices in Ethiopia

Evidence from south Gondar zone secondary schools

Bibliographic Data

ID13010046
AuthorsGizachew Temesgen Belay (0009-0004-9432-4782, Bahir Dar University, corresponding author), Belachew Getnet Eneyew (0000-0003-1196-9004, Bahir Dar University), Tadesse Melesse Merawi (Bahir Dar University)
Year2026
Publication date2026-03-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCitizenship Social and Economics Education (JOURNAL)
Journal identifiersISSN: 2047-1734 • E-ISSN: 2047-1734
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/14788047261421142
OpenAlexW7135058285
LanguageEN
References cited32

This study assesses the current citizenship education practices in South Gondar Zone, Ethiopia. Questionnaire survey, focus group discussions, key informant interviews and classroom observations were used to gather data from teachers and students. The data collected through qualitative data were organized based on themes whereas; descriptive statistics was employed to analyze the survey data. One-sample T-test was also applied to analyze the difference between hypothetical and observed means. Contrary, the activities which would create fertile condition for citizenship education implementation have not been accomplished. The findings revealed that teacher-centered methods have still perceived as the sole learning-teaching approaches and lecture delivery of teachers had not been supported by teaching materials. The conventional assessment methods are the major performance evaluation methods. The passive participation of the students in the instructional practices suggested that Freire's pedagogy of the oppressed seem to apply. It was noted that creating conducive environment for effective classroom instruction has gained little attention. Besides, development of teachers’ profession through continuous in-service training was overlooked. Our findings generally indicated that the goals of citizenship education could not be attained with existing curriculum practices. Therefore, interventions of education sector stakeholders are needed to practice citizenship education curriculum following learning-teaching principles

Citizenship · Citizenship education · Curriculum · Descriptive statistics · Focus group · Psychological intervention · Qualitative property · Qualitative research · Critical and Liberation Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms

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