A citizenship learning journey for teachers

Choose one idea from this level that helped you clarify what citizenship education means today. The Reference Framework of Competences for Democratic Culture (RFCDC) speaks of 'civic-mindedness' — a sense of responsibility towards one's community and the wider world. Where do you already see this value at work in your teaching? Where do you notice a gap?

Level 2: Democracy, voice, and civic participation

How do students experience democracy at school?

From shared understanding, the journey moves closer to experience.

Citizenship becomes visible when students are invited to take part: to express opinions, listen to others, and shape decisions together. Democracy stops being an abstract concept and becomes something lived, in discussions, councils, projects, and shared rules.

This level focuses on democratic culture in school life and on the conditions that allow student voice to move from symbolic participation to real influence.

In this level, you will explore:

• how democratic practices are experienced by students,
• the role of schools in fostering participation and responsibility,
• the gap that can exist between democratic ideals and everyday practice.

This level invites you to look critically, and honestly, at how democracy is lived in your own context.

You're ready to move on when you have completed the following two mandatory activities:

• Multiple – choice quiz
• Post your reflective post in the eTwinning group

Level 3: The crossroads; choosing a path

At this point, the journey opens up.

Citizenship education can be deepened in different ways, depending on your context, your learners, and your interests. In this level, you choose one thematic path to explore more deeply.

Each path develops a different, but equally important, dimension of citizenship education.

• JUMP - Path A: Critical thinking, media literacy & dialogue
• RUN - Path B: Human rights, values, and respect
• DIG - Path C: Civic engagement & action

Path A: Critical thinking, media literacy, and dialogue

How do students form opinions, question information, and discuss respectfully?

As participation grows, so does the need for critical thinking.

Students encounter news, opinions, and information from everywhere. They need to question, debate, and communicate responsibly. Learning how to think critically, use technology wisely, and engage in dialogue helps them navigate complexity without withdrawing or oversimplifying.

Activites in this path

• Debating: developing debating skills / debating as a pedagogical tool (short course)
• Critical thinking with technology in the classroom (webinar)
• From news to action: understanding the news & developing civic engagement (short course)
• Teachers' guide to critical thinking (article)
• Education talks: the challenges of teaching critical thinking to youth (article)

To continue your journey, complete the following mandatory activities:

• Multiple – choice quiz
• Post your reflective post in the eTwinning group

Reflective post — eTwinning Group 

Describe one moment where engaging with this path made you question an assumption — your own or your students'. The RFCDC identifies 'tolerance of ambiguity' as a key democratic attitude. How might this competence influence how you handle discussion, disagreement, or information in class? 

Path B: Human rights, values and respect

Citizenship is also about values in action — how we deal with differences, conflict, and power. Respect, human rights, equality, and inclusion are tested in real situations, especially when perspectives clash.

Activities in this path

• Teaching about human rights in the classroom (webinar)
• Learning activities to teach EU values in the classroom (teaching materials)
• Creating a culture of respect and understanding (article)
• Restorative practices for conflict resolution in schools (article)

To continue your journey, complete the following two mandatory steps:

• Multiple – choice quiz
• Post your reflective post in the eTwinning group

Reflective post — eTwinning Group 

Reflect on one situation where values or rights are challenged in everyday school life. The RFCDC describes 'respect' and 'empathy' as essential democratic attitudes. How did this path help you see that situation differently, and what might you do as a result? 

Path C: Civic engagement and action

Students begin to see that they are not only learners of democracy, but actors within it. They move from understanding and discussion to civic engagement — taking initiative, working with others, and contributing to their communities.

 

Activies in this path

• From news to action: understanding the news & developing civic engagement with your students (short course)
• Civic education sparks connection in the classroom (article)
• Creating a culture of respect and understanding (article)
• Active citizenship projects that inspire societal change (article)

To continue your journey, complete the following two mandatory activities:

• Multiple – choice quiz
• Post your reflective post in the eTwinning group

Reflective post — eTwinning Group 

Identify one way students could move from discussion to action in your context. The RFCDC highlights 'self-efficacy', the sense that one's actions matter — as a crucial democratic attitude. What support would students need to develop this? What might hold them back, and what could you do about it? 

Level 4: Leaving a trace

Every journey leaves something behind.

In the final level, you are invited to reflect on what this journey has changed for you — in your thinking, your practice, or your intentions. This is not about producing a perfect outcome, but about making your learning visible.

Whichever option you choose, you will work through four structured parts.

Once completed, please upload your final output to the eTwinning group.

Good luck!