• Interview

Influencing Factors in Civic Education

Interview with the PostdocLab working group 'Civic Education Research Lab (CERL)'

16/01/2025
three members of the working group

 

What factors foster civic skills and political participation? Pascal Alscher, Elisabeth Graf (both TU Dortmund University, IFS), and Daniel Deimel (University of Duisburg-Essen, Educational Research and Schooling) investigate influencing factors in civic education and related research questions in the ‘Civic Education Research LAB (CERL)’, one of three cross-university working groups funded by the College’s PostdocLab programme. In this in-depth interview, they explain their interdisciplinary approach based on innovative methods for secondary data analysis and give insights into their collaboration and planned events.

The PostdocLab programme promotes collaboration of postdoctoral researchers within the UA Ruhr. For realising collaborative projects on a topic of their choice, the working groups receive funding for 1.5 years.

In your working group, you focus on civic education and political socialisation – which specific research questions will you address?

Elisabeth Graf:

Our aim is to shed light on formal and informal civic learning processes, focusing on individual preconditions but also institutional contexts. For this purpose, we will investigate three research questions:

  1. How do different learning environments − formal, non-formal, and informal − contribute to adolescents' political socialisation?
  2. Which school and teaching characteristics work best to foster civic learning?
  3. What factors in adolescents' educational and social environments influence their political participation, interest, and engagement?

The PostdocLab allows us to come together, discuss these pressing topics, and include external theoretic and methodological expertise to refine and investigate urgent societal questions in the field.

Which contexts – in school and beyond – are particularly relevant in your project?

Daniel Deimel:

Political socialisation can fundamentally be understood as a complex process that is simultaneously influenced at various contextual levels. Drawing for example on Bronfenbrenner's socio-ecological model, it becomes clear that individual development is shaped by interactions within multiple environments, ranging from immediate settings like family and school to broader social and cultural contexts. Although contexts beyond the school environment are often difficult to alter, it is essential to comprehend their influence on political socialisation. Understanding how factors at these different contextual levels interact allows us to identify current challenges in civic education within schools.

You indicated that you will consider both sociological and psychological perspectives in your research project. How will you combine the different theories and approaches?

Elisabeth Graf:

As civic education research is inherently interdisciplinary, we bring in different perspectives ourselves, with backgrounds in educational and political science as well as psychology. Utilising these backgrounds and data from our projects, including detailed longitudinal data from the study on the development of political and social competence in adolescence (EPKO) as well as international large-scale data from the International Civic and Citizenship Education Study 2022 (ICCS), allows us to focus on psychological processes while also examining societal disparities.

In our first CERL event, two distinguished civic-education researchers from different fields will each give a keynote lecture, specifically covering the sociological and psychological perspective, which are to be brought together in a joint discussion.

What is the added value of an interdisciplinary approach, in regard to your research interests?

Pascal Alscher:

Civic education is a particularly intriguing research area because it does not fit neatly within the boundaries of a single discipline. Instead, it bridges multiple fields, including educational science, pedagogical psychology, political science, and sociology.

In the Civic Education Research Lab, we embrace this diversity of perspectives. The interdisciplinary exchange is invaluable for understanding civic education in its entirety. It allows us to approach core questions not only from various angles but also to integrate these perspectives into a more comprehensive analytical framework of how knowledge, skills, and engagement of children and young adults are fostered.

Our working group reflects this interdisciplinarity. Each of us has a different disciplinary background but we all share a common interest in the dynamics of civic education. While our diverse approaches sometimes lead to differing interpretations or methodologies, these differences ultimately enhance the depth and rigour of our research. They push us to critically reflect on our assumptions and refine our methods, resulting in richer insights. This collaborative, interdisciplinary ethos is crucial for our work and it is what yields the innovative potential of our research lab.

graphic with citation from interview and photo of Pascal Alscher

How did the three of you meet? What made you decide to apply for the PostdocLab programme, and how did you agree on the focus of your working group?

Daniel Deimel:

It is surprising how small our academic communities can be. During the pandemic, I attended a digital lecture series organised by the Center for Research on Education and School Development (IFS) at TU Dortmund University, where Pascal presented some of his work. Around that time, I had just published a paper that overlapped with his interests, so I reached out to him afterwards. I met Elisabeth at the last EARLI (European Association for Research on Learning and Instruction) conference, and we quickly identified our common interests. Being somewhat familiar with the works of both Elisabeth and Pascal, I was very happy when they reached out to me to collaborate in a PostdocLab working group.

Elisabeth Graf:

I started my position at TU Dortmund University in January 2024. Knowing about the research on civic education at the institute and the ICCS team nearby were among the factors attracting my attention when looking for jobs after completing my PhD. When I saw the call of the College for the PostdocLab programme, I immediately thought this would be the perfect chance to start a collaboration with Pascal and Daniel.

Pascal Alscher:

I was already familiar with Elisabeth and Daniel through their papers. When Elisabeth joined our team in Dortmund in early 2024, I was thrilled. The opportunity to collaborate more closely with Daniel was equally exciting for both Elisabeth and me. A few years ago, Daniel had received an award at our institute for an outstanding poster and an intriguing study, which only reinforced my confidence that working with him would be a fantastic experience.

Daniel Deimel:

Focusing on civic education was a natural choice, given our ongoing research in this field. Translating this shared interest into joint research questions is a continuous process, but we have established strong communication and are making good progress in refining the focus of our working group.

How do your respective academic profiles complement each other – which specialised knowledge and experience do you contribute respectively?

Elisabeth Graf:

We all share a strong research interest in civic education and the use of quantitative methods but differ in our disciplinary backgrounds and specific research foci: Daniel has several years of experience working with the German ICCS team, which is the only comparative large-scale assessment study that focuses on civic education and citizenship in adolescence. It is thus an important source for international civic education research, and Daniel contributes expertise on the available data, specialised knowledge on the study design, and how to work with data from various countries which differ in their educational systems. Pascal is responsible for the study about the development of political and societal competence in adolescence (EPKO) at the IFS, which now enters its fourth wave of data collection. With a background in political science and psychology, he has expertise in the assessment of civic competence. From this project, but also his involvement in the German national educational panel (NEPS), he contributes experience in handling and analysing longitudinal data. I also have a background in political science and psychology, with particular interest in psychological learning processes in civic education but also specific methodological approaches such as causal inference and complex longitudinal modeling.

Overall, the PostdocLab offers us the possibilities to learn from each other's experiences and further share our individual networks around civic education that we have established in our careers so far.

What is the international dimension in your project?

Pascal Alscher:

Democracy is a cornerstone of our society and way of life here in Germany, yet in many parts of the world, it is becoming increasingly under threat. Research has shown trends of democratic backsliding, highlighting the need for proactive measures to strengthen democratic principles. Civic education plays a critical role in this effort, making it a global priority to understand how education can support and sustain democratic dynamics.

Our project addresses this international relevance by leveraging the rich data from the International Civic and Citizenship Education Study (ICCS). This dataset provides unparalleled insights into civic education practices and outcomes across the globe, allowing us to explore key questions such as: to what extent does high-quality civic education depend on contextual factors, such as the structure of educational systems or societal conditions?

To advance this research, we aim to establish a vibrant network of international scholars specialising in civic education. By hosting events and inviting renowned experts, we intend to foster collaboration and exchange on pressing issues, from analysing cross-national differences to identifying best practices. This international dimension will broaden the scope of our research.

graphic with citation from interview and photo of Daniel Deimel

You are planning a series of events including keynotes, a workshop, and an online symposium: what will be the focus and the goals?

Pascal Alscher:

For the keynotes, we will invite two international scholars from different disciplinary backgrounds to provide an overview of current developments in civic education research. These presentations will explore the unique contributions of different fields while highlighting potential synergies.

The workshop will concentrate on innovative methodologies and the use of a large dataset to conduct cutting-edge research. By focusing on advanced methods, we aim to equip participants with practical tools and insights for tackling complex research questions. The workshop will be based on ICCS data and will be open to any interested researcher.
The digital symposium will bring together researchers to exchange ideas and share findings. A highlight will be the presentation of studies collaboratively developed within our working group. Additionally, the symposium will provide an outlook on emerging themes and future directions in civic education research, setting the stage for further innovation and collaboration in the field.

What are your hypotheses about which factors are most decisive for civic education processes to be “successful” or effective?

Daniel Deimel:

While it is challenging to pinpoint specific factors that decisively indicate the "success" or "effectiveness" of civic education processes – given that these outcomes are largely context-dependent, as international research shows – we can acknowledge certain promising practices. For example, providing high-quality civic education has been proven to enhance civic knowledge. However, the quality is influenced by variables beyond our control, such as classroom composition. Therefore, rather than focusing on fixed hypotheses, it is important to understand how different factors interact within specific contexts to shape the outcomes of civic education.

What milestones do you seek to achieve during the one-and-a-half-year funding period?

Elisabeth Graf:

I think the first milestone we have already reached is the confirmation of renowned scientists and setting the date for the keynote lectures. Launching the event series will be the second milestone, which will allow us to expand our network and enhance visibility of civic education research within the Ruhr area and beyond. Another big step will be presenting and submitting our own research findings at an international conference.

Do you expect that the results of your analyses will provide a suitable basis for recommendations or concepts for civic education in schools, e.g., regarding didactics, learning settings or the design of curricula?

Daniel Deimel:

I do not think that our research can directly address specific didactic methods, albeit it can hint to factors which could be targeted, and investigated in intervention studies. Additionally, by taking a deep dive into different datasets, we aim to develop robust insights into the general contributions that schools can make to the processes of political socialisation within a complex environment. We focus on understanding the role of schools without overestimating their possibilities, yet also underlining their importance. By examining how schools function in this broader context, we hope to provide valuable perspectives that recognise both the potential and limitations of educational institutions in fostering civic competencies.

graphic with citation from the interview and a photo of Elisabeth Graf

Specifically for your working group, where do you see the potential and the advantages of the University Alliance Ruhr?

Pascal Alscher:

The UA Ruhr offers unique potential and advantages for our working group. It is a hub for excellent research across three universities, each with its own strengths, but closely connected through their shared historical development and deep roots in the Ruhr area. The close proximity of the three universities, their shared challenges, and their similar historical trajectories make them far more than just a pragmatic alliance. This is something we greatly value about the UA Ruhr.

For our research on civic education, this alliance is particularly advantageous. Hosting key projects like the ICCS, NEPS, and the EPKO study in the Ruhr area allows us to create synergies across these projects, fostering a comprehensive conceptual framework of civic education. By leveraging the UA Ruhr’s interdisciplinary network and institutional support, we aim to establish a leading hub for civic education research in the Ruhr area.

Finally, one rather personal question: what does your research topic mean to you personally – what motivates you to pursue your research questions?

Pascal Alscher:

I have always been interested in politics, but even more so in broader societal issues and the fundamental question of how we can live and progress together as a community. Civic education, to me, is a vital tool for empowering young people. It helps them navigate the complexities of society, not only conveying knowledge but also promoting a sense of responsibility and belonging. Most importantly, it equips them with the skills and understanding needed to contribute to a peaceful and democratic coexistence.

Daniel Deimel:

For me, the topic of civic education is both personally significant and professionally rewarding. I have been investigating civic education for over a decade and had the opportunity to work practically in the field even before that. Through this long-term engagement I witnessed first-hand how education can shape informed and engaged young citizens. By exploring the role that schools can play in political socialisation within complex social environments, I hope to contribute to approaches that might empower individuals and strengthen our democratic society in the future.

Elisabeth Graf:

I completely agree with what Pascal and Daniel said. Politics can appear distant and abstract, but it is inextricably linked to our daily lives, particularly our future. Every person deserves the opportunity to contribute. Clearly, opportunities are not evenly distributed, and our study allows us to identify barriers and resources for engagement. Civic skills, which develop mostly throughout adolescence, are thus particularly relevant for critical evaluation and constructive participation. For me, education is the key to addressing disparities in civic skills and engagement.

Working Group Members

Dr Pascal Alscher

TU Dortmund University | Department of Educational Sciences and Psychology | Center for Research on Education and School Development (IFS)

E-mail:

Pascal Alscher is currently a Postdoc at the Center for Research on Education and School Development (IFS) at TU Dortmund University. He obtained his PhD in psychology in 2024. Beforehand, he studied political science and public administration in Münster, Enschede, Seoul, and Leiden. In his dissertation, he examined civic literacy as a target competency for school-based civic education and developed a fully operationalised framework model that can be used to diagnose students’ civic literacy in large-scale assessments. He is involved in the assessment of civic literacy and conditioning factors in the largest German education study, the NEPS, for which his framework model is the template. Furthermore, he is interested in questions of political socialisation including what role schools and families play in the acquisition of political knowledge and civic dispositions.

Website

https://ifs.ep.tu-dortmund.de/institut/unser-team/pascal-alscher/

Dr Daniel Deimel

University of Duisburg-Essen | Faculty of Educational Sciences

E-mail:

Daniel Deimel earned his PhD in educational sciences in 2022, with a dissertation exploring the contextual factors that shape adolescents' intended political participation. Since 2014, he has been a member of the ‘Educational Research and Schooling’ working group at the Faculty of Educational Sciences at the University of Duisburg-Essen. During this time, he has contributed to the International Civic and Citizenship Education Studies (ICCS) in both 2016 and 2022.
With over a decade of experience in the field of civic education, beginning in 2011, his research interests focus primarily on political participation, with a particular emphasis on the inequalities that affect young people's engagement in the political process. He is also deeply interested in student participation within the school setting, examining how schools can foster more active involvement among students.

 

Website

https://www.uni-due.de/edu-research/deimel.php

Dr Elisabeth Graf

TU Dortmund University | Department of Educational Sciences and Psychology | Center for Research on Education and School Development (IFS)

E-mail:

Elisabeth Graf is currently a Postdoc at TU Dortmund University, Center for Research on Education and School Development (IFS) and in the interdisciplinary research area FAIR. From 2020 to 2023, she worked as university assistant (pre-doc) at the Department of Developmental and Educational Psychology, University of Vienna, where she obtained her PhD in psychology at the Vienna Doctoral School CoBeNe. In her dissertation, she investigated the role of emotions in political learning, particularly in civic education among adolescents. Before, she studied psychology and political science and worked as a student assistant at the Department of Government, University of Vienna. Her research focuses on motivational and emotional processes in education, with particular interest in academic emotions and the context of political learning.

Website

https://ifs.ep.tu-dortmund.de/institut/unser-team/elisabeth-graf/

photos: © eventfotograf.in