Authors: Mubanga Mwansa, Dr. Sumathri Sripathi
Abstract: Civic education is a crucial component of democratic societies, equipping young citizens with knowledge, skills, and values necessary for meaningful participation in governance. This study investigates the impact of civic education in high schools on students’ participation in local government in Lusaka, Zambia, focusing on selected secondary schools in Mandevu and Matero constituencies. The research employs a mixed-methods approach, combining quantitative data collected through structured questionnaires from 280 Grade 11 and 12 students with qualitative insights from focus group discussions and key informant interviews involving teachers and local government officials. The findings indicate that civic education significantly enhances students’ knowledge of local government structures and fosters positive attitudes toward civic responsibilities, with approximately 76.8% of respondents demonstrating moderate to high levels of civic knowledge. However, a knowledge–participation gap is evident: 50% of students had never participated in local government activities, 34% participated occasionally, and only 16% engaged frequently. Challenges such as limited youth participation platforms, lack of experiential learning opportunities, weak school–government linkages, and insufficient encouragement from institutions hinder active civic engagement. The study concludes that while civic education effectively builds awareness and understanding of democratic processes, it is insufficient on its own to stimulate active participation. Strengthening experiential learning, creating youth-friendly civic platforms, and enhancing collaboration between schools, communities, and local government institutions are critical for bridging the gap between knowledge and action. The research provides valuable insights for policymakers, educators, and civic organizations seeking to foster active and responsible citizenship among Zambian youth.
DOI: http://doi.org/10.5281/zenodo.19254173
