Authors: Gershom Mumba
Abstract: Civic engagement formed a critical component of democratic societies, with education systems playing a central role in promoting democratic values among young citizens. In Zambia, Civic Education served as a key subject aimed at instilling principles of democracy, active citizenship, and national responsibility. However, the extent to which Civic Education teachers promoted civic engagement remained underexplored, particularly in rural settings such as Chifunabuli District. This study explored the role of Civic Education teachers in fostering civic engagement within the context of a democratic dispensation in selected secondary schools in Chifunabuli District. A qualitative research design was employed, using interviews, focus group discussions, and classroom observations to collect data from Civic Education teachers and school administrators. Findings revealed that while most teachers demonstrated a sound understanding of democratic principles, their efforts were constrained by challenges such as limited teaching resources, inadequate professional development, and low levels of community involvement. Despite these challenges, teachers initiated various school-based programs including student councils, debates, and community service activities to promote civic engagement. The study concluded that Civic Education teachers played a vital role in cultivating democratic values but required enhanced institutional support to maximize their effectiveness. Strengthening teacher training, curriculum relevance, and school-community partnerships was recommended to improve civic participation in rural educational contexts.
