Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in Social Sciences

In this study, we analyzed the presence of citizenship education in the new Spanish Social Sciences curriculum, focusing on both the primary and secondary education stages. The relevance of the study stems from the need to adapt to a new reality, in which it is crucial to develop in children and you...

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Detalles Bibliográficos
Autores: Navarro Medina, Elisa, Ross, E. Wayne, Pérez Rodríguez, Noelia, Alba Fernández, Nicolás de
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/167719
Acceso en línea:https://hdl.handle.net/11441/167719
https://doi.org/10.1111/ejed.70010
Access Level:acceso abierto
Palabra clave:Citizenship education
Curriculum
Primary education
Secondary education
ICCS
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repository_id_str
spelling Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in Social SciencesNavarro Medina, ElisaRoss, E. WaynePérez Rodríguez, NoeliaAlba Fernández, Nicolás deCitizenship educationCurriculumPrimary educationSecondary educationICCSIn this study, we analyzed the presence of citizenship education in the new Spanish Social Sciences curriculum, focusing on both the primary and secondary education stages. The relevance of the study stems from the need to adapt to a new reality, in which it is crucial to develop in children and young people the skills to understand, interpret, and make critical decisions. Considering the model outlined as ideal, and being aware of the difficulty involved in achieving it, we took as a reference a possible model to analyze the Spanish curriculum, the ICCS study framework. The research presented is based on a review of policy documents and analyzes the curricula of compulsory education stages through a content analysis technique. The results show that in the Spanish curriculum, under the logic of the ICCS framework, cognitive skills and citizen content are more prevalent than those based on attitudes and engagement. This issue prompts us to reflect on the future changes that should be made to approach the model we consider relevantWileyDidáctica de las Ciencias Experimentales y SocialesHUM1120: Didáctica, Educación y Ciudadanía en Ciencias Sociales2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/167719https://doi.org/10.1111/ejed.70010reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEuropean Journal of Education, 60 (1), e70010.https://doi.org/10.1111/ejed.70010info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1677192026-06-17T12:51:07Z
dc.title.none.fl_str_mv Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in Social Sciences
title Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in Social Sciences
spellingShingle Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in Social Sciences
Navarro Medina, Elisa
Citizenship education
Curriculum
Primary education
Secondary education
ICCS
title_short Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in Social Sciences
title_full Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in Social Sciences
title_fullStr Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in Social Sciences
title_full_unstemmed Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in Social Sciences
title_sort Towards an ideal model of education for critical citizenship. An analysis of the Spanish curricular change in Social Sciences
dc.creator.none.fl_str_mv Navarro Medina, Elisa
Ross, E. Wayne
Pérez Rodríguez, Noelia
Alba Fernández, Nicolás de
author Navarro Medina, Elisa
author_facet Navarro Medina, Elisa
Ross, E. Wayne
Pérez Rodríguez, Noelia
Alba Fernández, Nicolás de
author_role author
author2 Ross, E. Wayne
Pérez Rodríguez, Noelia
Alba Fernández, Nicolás de
author2_role author
author
author
dc.contributor.none.fl_str_mv Didáctica de las Ciencias Experimentales y Sociales
HUM1120: Didáctica, Educación y Ciudadanía en Ciencias Sociales
dc.subject.none.fl_str_mv Citizenship education
Curriculum
Primary education
Secondary education
ICCS
topic Citizenship education
Curriculum
Primary education
Secondary education
ICCS
description In this study, we analyzed the presence of citizenship education in the new Spanish Social Sciences curriculum, focusing on both the primary and secondary education stages. The relevance of the study stems from the need to adapt to a new reality, in which it is crucial to develop in children and young people the skills to understand, interpret, and make critical decisions. Considering the model outlined as ideal, and being aware of the difficulty involved in achieving it, we took as a reference a possible model to analyze the Spanish curriculum, the ICCS study framework. The research presented is based on a review of policy documents and analyzes the curricula of compulsory education stages through a content analysis technique. The results show that in the Spanish curriculum, under the logic of the ICCS framework, cognitive skills and citizen content are more prevalent than those based on attitudes and engagement. This issue prompts us to reflect on the future changes that should be made to approach the model we consider relevant
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/167719
https://doi.org/10.1111/ejed.70010
url https://hdl.handle.net/11441/167719
https://doi.org/10.1111/ejed.70010
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv European Journal of Education, 60 (1), e70010.
https://doi.org/10.1111/ejed.70010
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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