Designing an Integrated Civic Education Platform for Secondary Schools

Thesis Abstract

The study addresses the persistent gap between civic education policy and student engagement in secondary schools, with concerns that fragmented instructional approaches and limited access to integrated digital resources undermine the development of active citizenship competencies. The aim is to design, implement, and evaluate an Integrated Civic Education Platform (ICEP) that synthesizes civic literacy, digital citizenship, and practical civic participation within a cohesive pedagogical framework. Specific objectives are (1) to design a modular platform integrating curriculum-aligned content, interactive simulations, and assessment analytics; (2) to implement the ICEP in five secondary schools across urban and peri-urban settings; (3) to evaluate its impact on students’ civic knowledge, attitudes, and intended behaviours; (4) to assess teachers’ pedagogical efficacy and perceived usability; and (5) to identify context-specific design features that optimize learning outcomes. The theoretical framework draws on Cognitive Load Theory to optimize information presentation, Social Constructivism to emphasize collaborative learning, and the Theory of Planned Behavior to link knowledge and attitudes with civic intentions. The study adopts a mixed-methods design, beginning with a design-based research (DBR) approach to iteratively develop the ICEP over three cycles. The population comprises senior secondary students (ages 15–18) and social studies teachers in five government-aided secondary schools in a metropolitan region. A stratified random sample of 1,200 students (240 per school) and 25 teachers will be recruited, with 600 students assigned to the ICEP intervention and 600 to the conventional classroom condition as a control. Data collection instruments include a standardized Civic Knowledge Test, a Civic Attitudes Inventory, a Behavioral Intentions Scale, classroom observations using a structured rubric, teacher usability questionnaires, and semi-structured interviews. Validity and reliability will be established through pilot testing (n=120), Cronbach’s alpha assessments (target ? ? .80 for all scales), and inter-rater reliability for observational rubrics (? ? .70). Quantitative data will be analyzed using ANCOVA to compare post-test gains while controlling for pre-test scores, multilevel modelling to account for clustering within classes, and regression analyses to explore predictors of civic outcomes. Qualitative data from interviews and observations will be analyzed thematically using an abductive approach, with coding guided by the theoretical framework and draw upon the Constant comparative method. The study is expected to reveal that ICEP provides significantly greater gains in civic knowledge (effect size f = .25–.35), more favorable civic attitudes, and stronger pro-civic behavioural intentions than traditional instruction. It is anticipated that teachers will report higher perceived usefulness and ease of integration of ICEP when classroom workflows align with existing assessment regimes and when digital resources support collaborative learning. The integration of simulations, debates, and project-based activities within ICEP is expected to enhance active learning, critical discourse, and community-based engagement. The study contributes to knowledge by providing a robust design-based evaluation of an integrated civic education intervention, offering a scalable model that connects curriculum standards with digital tools and classroom practice, and validating the applicability of Cognitive Load Theory, Social Constructivism, and the Theory of Planned Behavior in secondary civic education contexts. Implications for policy include recommendations for adopting standardized digital civic modules, teacher professional development focused on blended facilitation, and assessment frameworks that capture knowledge, dispositions, and behaviours. The main conclusion posits that an intentionally designed ICEP can bridge gaps between policy and practice, elevating student competence in democratic participation while sustaining teacher engagement. Recommendations emphasize iterative refinement of platform features based on user analytics, expanded longitudinal studies to examine lasting civic engagement, and adaptation of the ICEP framework to peripheral subjects such as media literacy and global citizenship.