Between Pedagogical Ideals and Classroom Realities: A Case Study on Active Citizenship Education in Türkiye's Multicultural Classrooms

Active citizenship requires individuals not only to be aware of their rights and responsibilities but also to engage in social participation, think critically and adhere to democratic values. This qualitative case study explores social studies teachers' experiences of active citizenship education in multicultural classrooms in Türkiye. Data were collected through semi‐structured interviews with 22 teachers and analysed using thematic analysis. The findings indicate that most teachers understood active citizenship in terms of knowledge, rules and responsibilities and implemented active citizenship education mainly through knowledge transmission, giving limited attention to attitudes, values and skills. Teachers' expectations of immigrant students similarly centred on compliance with rules and adaptation to the existing social order. Inclusive practices were constrained by large class sizes, limited time, language barriers and insufficient curricular and institutional support. Only a few teachers employed student‐centred practices and only one reported incorporating immigrant students' cultural experiences into the learning process. The study highlights the need for more inclusive and participatory approaches to active citizenship education in multicultural classrooms.