Jul 2026· Journal of Asian Scientific Research· Vol 16, pp. 460-475· 0 citations· 46 references
Abstract
Human Rights Pedagogy (HRP) has gained growing attention as a transformative educational framework capable of strengthening democratic values, humanitarian awareness, and civic responsibility, yet its integration into higher education, particularly in history learning, remains limited. This study examines the role of HRP-oriented history learning in shaping university students’ democratic ethics within the Indonesian higher education context, where challenges of intolerance, democratic stagnation, and weak human rights awareness persist. Employing a 4D Research and Development design (Define, Design, Develop, Disseminate) supported by quasi-experimental analysis, this research involved 80 history education students from two private universities in Jakarta, divided into experimental and control groups. Data were collected through observations, interviews, questionnaires, expert validation, and pretest–posttest instruments measuring democratic ethics. The findings reveal that conventional history learning remains predominantly narrative and fact-based with limited dialogic and human rights dimensions, underscoring the need for pedagogical reform. The development of HRP-based interactive digital teaching materials, validated by experts and tested in stages, proved pedagogically practical and effective. The quasi-experimental results demonstrate a highly significant improvement in students’ democratic ethics, with the experimental group showing substantially higher gain scores compared to the control group (p < 0.001), particularly in human rights understanding, democratic discussion skills, tolerance, and critical reflection.
General Background: Democratic education serves as a fundamental pillar in shaping the character, moral values, and civic competence required for active participation in a democratic society. Specific Background: Within the Indonesian context, Civics Education (PKn) in elementary schools acts as a strategic vehicle for internalizing these democratic principles, which are increasingly vital yet challenged by the complexities of the digital era. Knowledge Gap: Existing literature often focuses on specific learning models without comprehensively integrating democratic values, digital literacy, and digital citizenship into a unified framework for elementary-level students. Aims: This study aimed to analyze the concepts, implementation, challenges, and strengthening strategies for democratic education in primary Civics learning through a Systematic Literature Review (SLR) covering publications from 2020 to 2026. Results: The findings reveal that integrating democratic values with digital literacy, collaborative learning, and project-based approaches significantly improves students’ critical thinking, responsibility, and decision-making skills, despite ongoing constraints related to educator digital competence and facility limitations. Novelty: This study provides a comprehensive synthesis that links democratic education, digital literacy, and digital citizenship specifically for primary education, offering an integrated conceptual framework for the 21st century. Implications: Educators and policymakers are encouraged to adopt innovative, technology-integrated pedagogical practices that foster well-characterized, critical, and responsible young digital citizens.
Highlights
Systematic synthesis confirms that participatory and project-based learning are essential for internalizing democratic attitudes in primary education.
Digital literacy and responsible technology use are critical components for modern civic engagement and character development.
Teacher digital competence and infrastructure gaps remain the primary barriers to effectively implementing technology-based civic learning.
Keywords
Democracy Education; Civic Education; Elementary School; Digital Era; Digital Citizenship
Ni Putu Krisnawati, D. Sanjaya, I. Suastika· Academia Open· 0 citations
This study examines how teaching practices in Islamic higher education in Indonesia are shaped at the intersection of faith-based educational values and global pedagogical approaches. Using a qualitative multiple-case design, data were collected from 24 lecturers through interviews, classroom observations, and document analysis. The findings reveal that pedagogy is strongly grounded in faith, with teaching viewed as a moral and purposeful activity aimed at students’ holistic development. At the same time, global approaches such as student-centered learning are selectively adopted, resulting in hybrid practices that combine interaction and participation with continued lecturer guidance. However, this integration remains partial and uneven. Key tensions emerge between authority and autonomy, critical thinking and respect for tradition, and institutional expectations and classroom realities. The study also finds that while institutional policies promote contemporary pedagogies but offer limited guidance on integrating them with value-based educational frameworks, leading to inconsistent implementation. Drawing on a negotiative-integrative perspective, the study argues that teaching is a dynamic and context-dependent process shaped by ongoing negotiation between religious commitments and pedagogical innovation. By illuminating how lecturers actively mediate these competing influences, the study contributes a nuanced understanding of pedagogical adaptation in Islamic higher education highlights the need for clearer pedagogical frameworks, targeted professional development, and stronger institutional support to enable more coherent and meaningful integration.
Saprin Saprin, Achruch Achruch, M. Rapi et al.· International Journal of Lea...· 0 citations
Political Theory Education plays a crucial role in fostering political awareness, civic responsibility, and critical thinking among university students in Vietnam. However, traditional lecture-centered instruction is increasingly challenged by rapid digital transformation, changing student learning preferences, and the emergence of Generative Artificial Intelligence (GenAI). These developments require innovative pedagogical approaches that promote active learning, student engagement, and the effective integration of digital technologies into teaching and learning. This conceptual paper examines contemporary pedagogical approaches applicable to Political Theory Education in Vietnamese universities. Drawing on recent literature, it reviews learner-centered teaching methods, including active learning, problem-based learning, case-based teaching, flipped classrooms, blended learning, experiential learning, gamification, and AI-assisted instruction. The paper further analyzes the major challenges to implementing these approaches, such as lecturers’ limited digital pedagogical competencies, disparities in technological infrastructure, conventional assessment practices, and ethical concerns surrounding the use of artificial intelligence in higher education. Based on this analysis, the paper proposes several future directions for enhancing Political Theory Education, including strengthening digital pedagogical capacity, promoting authentic and competency-based assessment, integrating AI responsibly into teaching, expanding digital learning resources, and fostering institutional support for pedagogical innovation. The paper argues that meaningful innovation extends beyond technology adoption and requires a comprehensive transformation of teaching philosophy, curriculum design, learning environments, and assessment practices. These recommendations provide practical implications for improving the quality, relevance, and sustainability of Political Theory Education in Vietnamese universities in the digital era.
Do Thi Thu Huong, V. Quyen, Le Thi Thu Huyen et al.· Global academic journal of h...· 0 citations
This study analyzes the possibilities and contributions of human rights to the school environment, considering their relevance to citizenship education, the promotion of inclusion, and the strengthening of democratic pedagogical practices. It is based on the understanding that the school plays an essential role in the construction of values such as respect, dignity, social justice, and recognition of diversity. The objective of the research was to understand how human rights education can contribute to curriculum organization, teacher education, and the consolidation of more ethical and participatory school relationships. Methodologically, this is a bibliographic study with a qualitative approach and descriptive nature, developed through the analysis of scientific publications issued between 2020 and 2025 in academic databases and Brazilian scientific journals. The results indicate that human rights education constitutes an important foundation for building a school culture committed to citizenship, equity, and inclusion. It was also found that its effectiveness depends on the articulation between curriculum, teacher training, and institutional practices consistent with these principles. It is concluded that human rights represent an indispensable formative axis for strengthening more democratic, humanized, and socially responsible school environments.
Elizângela de Moraes Pereira· Revista Acadêmica Licencia&a...· 0 citations
This study examines the transformative role of teachers in Albania's pre-university education system regarding the development of democratic citizenship. It analyzes professional attitudes, pedagogical practices, and institutional challenges affecting this process, focusing on teacher training and their capacity to cultivate students' civic competencies. Using a mixed-methods approach, the quantitative phase surveyed 1,705 Albanian teachers via Google Forms. This was integrated with qualitative methodologies, including semi-structured interviews, educational document analyses, and secondary research, to identify the drivers and barriers to integrating democratic civic education. The findings reveal high teacher awareness regarding the importance of citizenship development, with educators heavily valuing university education, training, and personal experience. Teachers advocate for greater youth involvement in decision-making. Prominent practices fostering democratic citizenship include group work, classroom debates, public discussions, and community projects. However, significant challenges persist, including a lack of material resources, low student interest, overloaded curricula, insufficient institutional support, and a deficit of specialized civic training. The paper concludes that expanding targeted training, supplying adequate didactic resources, and improving cross-curricular coordination are essential to strengthening teacher competencies. Ultimately, schools must foster a more supportive environment by organizing community-oriented practical activities and addressing contemporary topics to successfully build a sustainable democratic culture.
Received: 18 February 2026 │ Accepted: 18 June 2026 │ Published: 23 July 2026
Human Rights Education (HRE) has become an important part of higher education, with a view to raising awareness, values and practices of transformation among learners and teachers. This is a qualitative study, examining teachers' experiences of using HRE in their pedagogical settings in public universities in Karachi, Sindh. It examines teachers' interpretation, performing and experience of HRE in institutional settings in light of Felisa Tibbitts' Values and Awareness Model, Accountability Model, and Transformation Model. The data was gathered using semi-structured interviews with eight teachers from the Education and Teacher Education Departments of public universities. The findings of the study are intended to bring to light the areas where there is a mismatch between policy and practice, pedagogical issues and possibilities for an effective Cross-European integration of HRE. The findings of the current study add to the debate on agency, curriculum policies, and how the human rights (HR) principles can be put into practice in higher education.
Zainab Noorani, Peter D. John· Social Sciences Spectrum· 0 citations
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