Authors: Zulu Esther, Dr Phiri John
Abstract: This study examined the role of civic education in fostering democratic values among learners within selected secondary schools in Zambia. Civic education had long been regarded as a foundational component of democratic societies because it equipped citizens with essential knowledge, attitudes, and skills necessary for informed participation in governance and community life. However, concerns regarding declining civic engagement, political apathy, and intolerance prompted the need to critically assess the effectiveness of civic education in nurturing democratic values such as tolerance, respect, active citizenship, and social responsibility. The study adopted a mixed-methods research design, employing questionnaires and semi-structured interviews to collect data from students and teachers involved in civic education programmes. Quantitative data were analysed using descriptive statistical techniques, while qualitative data were thematically analysed to capture deeper insights into participants’ experiences and perceptions. The findings were expected to reveal that civic education played a significant role in enhancing learners’ understanding of democratic principles and promoting positive civic attitudes, although its effectiveness was constrained by factors such as limited teaching resources, inadequate teacher preparation, and curriculum-related challenges. The significance of this study lay in its contribution to educational policy and practice by providing empirical evidence on how civic education influenced democratic values in schools. The findings were anticipated to inform policymakers, curriculum developers, and educators on strategies for strengthening civic education programmes so that they could more effectively support democratic participation and social cohesion in Zambia.
