International Journal For Multidisciplinary Research

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Assessing the Role of Civic Education in Promoting Youth Participation in Democratic Governance in Secondary Schools from 2015 to 2024: A Case Study of Chifunabuli District

Author(s) Mr. Kupa Kunda, Dr. Adam Banda
Country Zambia
Abstract -Civic Education is a critical component in preparing young people for participation in democratic governance by equipping them with knowledge, skills, and values needed to understand governance systems, advocate for their rights, and fulfill civic responsibilities. In Zambia, Civic Education has been integrated into the secondary school curriculum to promote democratic values and national development, particularly through reforms implemented between 2015 and 2024. However, despite these efforts, youth participation in democratic processes remains low, indicating a gap between curriculum intentions and actual civic engagement. The problem addressed in this study is that, in Chifunabuli District, secondary school learners continue to demonstrate limited understanding of democratic principles and low participation in democratic governance activities within schools and the wider community. Student involvement in school governance structures such as student councils is also minimal, while Civic Education is largely delivered through traditional teaching methods that do not effectively promote active participation, critical thinking, or meaningful engagement. Teachers and learners further face challenges such as inadequate teaching materials, large class sizes, and insufficient training, which undermine effective implementation of the subject. The main objective of the study was to assess the role of Civic Education in promoting youth participation in democratic governance in secondary schools in Chifunabuli District from 2015 to 2024, and the specific objectives were to assess students’ understanding of key democratic principles and values, to examine the influence of Civic Education on students’ attitudes toward civic and political participation, to evaluate the extent of student involvement in school governance and decision-making processes, to analyze teaching methods used in delivering Civic Education, and to identify challenges faced by teachers and students in implementing Civic Education effectively. The study adopted a case study design with a sample of 50 respondents from Chifunabuli District in Luapula Province, using multiple sampling techniques including simple random, purposive, convenience, multistage, and cluster sampling. Data were collected using questionnaires, interviews, focus group discussions, and observations from both primary and secondary sources, and were analyzed using STATA and Excel through chi-square tests, regression analysis, t-tests, and ANOVA. Findings showed no significant association between gender and age (χ² = 0.000, p = 1.000), indicating independence between variables, while regression results indicated that age and grade level were significant positive predictors of civic engagement, particularly duty to vote. Overall, the study established that although Civic Education is present in the curriculum, its effectiveness in promoting youth participation is limited by methodological and structural challenges. The study concludes that improving teaching methods, increasing resources, strengthening teacher training, and enhancing student participation in governance structures are essential for making Civic Education more effective in promoting democratic engagement.
Keywords : Civic Education, Democratic Governance, Youth Participation, Secondary Schools, Chifunabuli District
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-27
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79641
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