Authors: Kachepa Bertina
Abstract: This study assessed the challenges that hinder the teaching and learning of civic education as a transformative education in Zambian secondary schools kasama district of Northern province, Zambia. Three research objectives were addressed, the first one was to establish the teaching methods teachers use in teaching civic education. The second one was exploring the challenges that hinder the teaching and learning of civic education as a transformative education. And the third focused on investigating posssible measures that could be adopted to support civic education as a transformative education among learners in schools. The study took a qualitative approach and used a descriptive study design. Data was collected using, interviews, focus group discussions and questionnaires from the three selected secondary schools in kasama district. Data collected were subjected to content analysis. The sample involved a total of 100 respondents which included 3 Deputy headteachers, 3 Heads of departments for social sciences, 6 teachers of civic education and 88 pupils. The respondents were obtained through purposive and simple random sampling. The main findings among others were that teachers of civic education in most Zambian secondary schools used non – reflective strategies during teaching that, civic education lessons were theoretically based and did not follow emancipatory approaches that are key in the development and consolidation of education for democractic citizenship, inadequate school infrastructure, pupil congestion and lack of teaching materials were among the challenges that hinder the teaching of civic education as a transformative education. The study concluded that despite challenges that hinder the teaching and learning of civic education as a transformative education in schools, civic education is still fundamental in transforming learners and the community. Therefore the researcher recommends that there is need for teachers of civic education to embrace the use of active learning approaches when delivering civic education as this may be critical for fostering transformative education.
