CIVIC COMPETENCE: AN OPERATIONALIZED MODEL
DOI:
https://doi.org/10.63437/3083-6425-2025-4(99)-04Keywords:
competence structure, civic competences, criteria, indicators, descriptors, competence assessmentAbstract
The article presents the results of developing an operationalized structural model of civic competence based on five key components: (1) personal qualities and capacities of a responsible citizen, (2) value orientations and civic attitudes, (3) motivation and goal-directedness for civic participation, (4) civic literacies and essential knowledge, and (5) skills and abilities gained through civic experience. Each component is defined and described in terms of its role in shaping civic behavior. To ensure applicability and assessment, the model is structured into 20 criteria, 40 behavioral indicators, and 87 measurable descriptors. The paper also defines the concepts of “criteria,” “indicators,” and “descriptors,” emphasizing their importance in translating abstract components into observable outcomes. Several tools for assessing the competence are discussed, including self-evaluation, expert review, and observation. Indicators can be assessed in a binary format (yes/no) or via multi-point scales (e.g., low–medium–high). The model may serve as a basis for program development, evaluation, and diagnostic tools in civic education.
The model builds on the analysis of prominent international frameworks: the Council of Europe’s Reference Framework of Competences for Democratic Culture, the 2018 EU Recommendation on Key Competences for Lifelong Learning, the U.S. National Standards for Civics and Government, and the C3 Framework. These sources helped identify typical civic competence structures, such as democratic values, political-legal knowledge, civic dispositions, and participatory skills. Ukrainian scholarly works offered contextualized criteria and formative descriptors. This comparative foundation enriched the construction of a comprehensive and applicable model adapted to the national educational context.
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References
Використані літературні джерела
1. Рада Європи. Рамка компетентностей для культури демократії. Об’єм 2: Опис компетентностей / переклад з англ. Київ: Фоліо, 2018. 80 с. URL: https://rm.coe.int/rf-cdc-vol-2-/168097ec96.
2. Рекомендація Ради від 22 травня 2018 року про ключові компетентності для навчання впродовж життя (2018/C 189/01). Офіційний вісник Європейського Союзу. URL: https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7.
3. National Standards for Civics and Government. Calabasas, CA: Center for Civic Education. 2010. URL: https://new.civiced.org/images/stories/PDFs/Publications/National_Standards/National_Standards_full_text.pdf.
4. Social Studies for the Next Generation: Purposes, Practices, and Implications of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. NCSS Bulletin 113. Silver Spring, MD: National Council for the Social Studies. 2013. 144 p. URL: https://www.socialstudies.org/standards/c3.
5. National Assessment Governing Board. Civics Assessment Framework for the National Assessment of Educational Progress. Washington, DC: National Assessment Governing Board. 2010. URL: https://files.eric.ed.gov/fulltext/ED507259.pdf.
6. Ремех Т. О. Сутність і структура громадянської компетентності учня нової української школи. Український педагогічний журнал. 2018. № 2. C. 34–41. Режим доступу: http://nbuv.gov.ua/UJRN/ukrpj_2018_2_7.
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References
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