An important issue in the field of political science is how people develop an understanding about politics, government, and democracy. Political knowledge, which is characterised by knowledge about institutions, actors, and debates, as well as how to participate in democratic processes, helps individuals become active and engaged citizens. It may also strengthen democracy more broadly by equipping people with the capacity to vote with confidence, advance understanding about how policy decisions are made and, for some people, encourage them to pursue public office themselves.
Understanding the development of political knowledge has taken on renewed urgency in recent years. Declining trust in democratic institutions, the rapid spread of misinformation and AI-generated content, and growing political polarisation have made civic knowledge and critical political literacy more important, and more contested, than ever. At the same time, educators and policymakers are grappling with how to prepare young people for a media and political environment that looks very different from just a decade ago.
In response, many countries continue to offer civics and citizenship programs. Indicating the significance of schools as sites to develop political knowledge, these programs are often embedded in primary and secondary school curricula.
This panel invites theoretical and empirical papers from across the world examining the design and teaching of civics and citizenship programs. We also welcome papers which explore how skills designed to enhance the political participation of young people are currently designed and delivered by institutional actors (including entities such as electoral commissions, parliaments, etc.). Papers which explore the role of non-institutional actors (such as community groups, political parties, youth-led movements, non-government actors, etc.) are also welcome as are papers which explore the challenges posed to political knowledge by misinformation, disinformation, and the rise of generative AI.