Primary School Teachers’ Perceptions and Teaching Strategies on Active Citizenship: A Preliminary Quantitative Study in Greece, Romania, Italy and Finland
DOI:
https://doi.org/10.57125/FED.2026.09.01Keywords:
active citizenship, citizenship education, teaching strategies, primary school teachers, cross-national comparison.Abstract
Active citizenship has become a central objective of contemporary education, yet limited comparative evidence exists regarding how primary school teachers understand and promote it across European educational contexts. This study investigated the perceptions and practices of active citizenship among 168 primary school teachers from Greece, Romania, Italy, and Finland. A quantitative comparative design was employed using a self-administered anonymous five-point Likert-type questionnaire. Descriptive and non-parametric statistical analyses were conducted, followed by multiple regression analysis to examine whether teachers' personal values and teaching strategies predicted their classroom practices. The findings showed that teachers primarily associated active citizenship with participation in democratic processes, particularly voting, while responsibility, honesty, and justice emerged as the most highly valued citizenship values. Classroom discussion and learner-centred pedagogical approaches were the most frequently reported practices for promoting active citizenship. Although some statistically significant differences were identified across countries, teachers demonstrated broadly similar perceptions of active citizenship. Teaching strategies emerged as the strongest predictor of classroom practices for promoting active citizenship. The findings highlight the importance of strengthening teacher education and professional development to support participatory pedagogies that foster democratic participation in primary education.
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