Across diverse national contexts and methodological frameworks, the contributions in this issue share a common concern with the role of social science education in preparing young people for democratic life. Whether examining school elections, citizenship curricula, students’ civic attitudes, or socially engaged forms of citizenship education, the articles explore how democratic participation is learned, experienced and enacted. Together, they highlight both the opportunities and limitations of educational institutions in fostering civic knowledge, democratic dispositions, and meaningful participation. At a time when democracies face growing challenges, the contributions invite the reader to reconsider not only what citizenship education should teach, but also how schools can create conditions for students to practise and experience democracy in their everyday lives.
Sandahl et al. (Sat,) studied this question.