Conference Program

Civic engagement and civic participation are closely linked to deliberation, empowerment, and democratic learning and are increasingly becoming key responsibilities of local authorities within contemporary decision-making processes. Ehrlich (2022) defines civic engagement as “working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make a difference.” Similarly, Weisseno (2023, p. 317) argues that “Society and educational policymakers expect political education to contribute to the development of democratic attitudes and the associated willingness to participate in order to prevent illiberal, autocratic and authoritarian behaviour.”

Building on the model of political competence (Detjen et al. 2012), there is a demonstrated connection between political knowledge, prior participation experiences, and the willingness to participate politically (Weisseno, 2023, p. 216). Participation experiences—whether positive or negative—significantly influence future civic engagement. This relationship applies not only to children, adolescents, and adults within political education contexts but also to municipalities that design and implement participatory processes. Civic participation must therefore be understood not only as a societal practice but also as an educational task embedded within institutional structures.

In this theoretical background, the paper presents findings from two empirical contexts: civic participation practices in German municipalities (Herzer, G.) and civic education within teacher training at the Free University of Bozen-Bolzano (Kofler, D.). The study examines civic engagement and participation in both formal and non-formal settings. On the one hand, it analyses institutional approaches to participation within municipalities, schools, and social institutions. On the other hand, it investigates civic education in teacher training as a foundational space for developing democratic competencies and professional responsibility.

The German data were collected through a online survey of a municipalities (N = 468), representing independent cities, municipalities, and districts. Quantitative data were analysed using descriptive statistical methods and inductive procedures, including factor analysis, to identify structural dimensions of institutional participation practices.

In Italy, data were collected from Master’s students in Primary Education. The sample included first-year students (academic year 2024/25; N = 75) attending a laboratory course in Intercultural Education and two cohorts of fifth-year students enrolled in Civic Education (N = 36; N = 43). Participants completed a questionnaire assessing their knowledge of the European Union and its values, as well as their reflections following a board game activity designed to promote civic learning.

The overall aim is to contribute to the further development of civic education and citizen participation practices by linking municipal participation structures with teacher professionalization. Particular attention is given to schools as democratic spaces shaping new forms of civic and social learning. Innovative approaches such as game-based learning are examined as didactic tools to foster democratic competencies, intrinsic motivation, critical thinking, and reflective engagement.

The findings highlight the crucial role of universities in embedding civic participation as a core educational task. By integrating theoretical knowledge, reflective practice, and experiential learning into curricula, teacher education can function as a central site of professional empowerment, enabling educators to translate democratic principles into sustainable pedagogical practice and to foster inclusive and participatory school cultures.