Civics and citizenship education in Australian schools is not up to scratch, with students’ proficiency plummeting to record lows, writes Emily Campbell.
Most school students do not understand the basic principles of Australia’s democracy.
Data from the Australian Curriculum, Assessment and Reporting Authority (ACARA) shows more than 70 per cent of high school students failed civics and citizenship testing.
Almost 10,000 students sat the test, run by ACARA in 2024, which measured knowledge of Australia’s government, rights and legal obligations and national social values.
It’s little wonder federal politicians want civics and citizenship education to be strengthened and standardised.
Developing a course to prepare senior students for voting was also recommended by the Joint Standing Committee on Electoral Matters in its report, From Classroom to Community: Civics education and political participation in Australia.
Protecting democracy
University of South Australia associate professor Joel Windle says education has a vital role in protecting democracy.
Windle says Australia’s democracy depends on citizens being informed and engaged, particularly in a system of compulsory voting.
“Rising misinformation, disengagement and distrust pose serious challenges,” he says.
“Civics is often under-prioritised, outdated and disconnected from students’ lives, with many teachers lacking the confidence to address contemporary or controversial issues.”
Civics and citizenship education is part of the Australian Curriculum but is not compulsory, and some states only briefly address the topic in primary school.
Experts argue it should be taught as a standalone subject, so it does not get lost among other content.
More than just politics
Western Sydney University associate professor Jorge Knijnik says democracy is more than just politics and the ballot box.
“It’s a way of life that must be nurtured, protected and renewed through education with each generation,” he says.
“A strong democracy thrives when people have multiple ways to actively participate in shaping their communities.”
Both academics want schools to include a greater focus on democracy in their teaching and extra-curricular activities for students.
Windle says citizenship and civics education in schools is important for learning about the mechanics of voting and the roles played by politicians.
“Young people need to have experiences participating in democratic decision-making processes in schools and other organisations in order to become informed voters in elections,” he says.
“Such involvement is also important for them to realise that voting is just one way of participating as a citizen, and that there are many other ways to make your voice heard.”
Citizenship at school
Knijnik says even young children can benefit from experiencing democracy first-hand, engaging in decisions that shape their school environment and learning journey.
“Young people have endless access to information, but real democracy requires creating spaces where they don’t just talk about change, they live it,” he says.
“Schools can foster participatory councils where older students can debate, propose solutions and experience the realities of civic leadership.
“Authentic leadership opportunities in schools can be made accessible to all students, not just those handpicked within rigid structures.”
Whether in assemblies, councils or collaborative projects that tackle real-world challenges, Knijnik says every student should have a voice in shaping their school.
“Digital literacy must be integrated into democratic education, ensuring students engage with media critically rather than passively absorbing its narratives,” he says.
Master class
Local, state and federal elections are ripe with teachable moments when it comes to democracy, civics, critical thinking and media literacy. With children and teenagers exposed to political issues via social media, election periods are critical opportunities for teachers to shape students’ understanding of democracy.
Windle and Knijnik emphasise that modelling, not undermining, democratic values is vital to helping children grow into active, connected citizens.
Windle says election campaigns are a master class in deflecting questions, talking to pre-set points, controlling and shutting down debates and avoiding controversy.
“So rather than arming voters and young people with valuable information upon which to base decisions, politicians are demonstrating the exact opposite,” he says.
Teachers can help students think critically and deconstruct politicians’ carefully scripted messages and spin.
“There are key roles for teachers and parents in teaching young people to be critical consumers of media at election time,” Windle says.
“In schools, critical literacy is a long-standing approach to critically interpreting texts that can be brought to bear on election material, including misinformation.”
Fostering a classroom environment where students feel comfortable and empowered to ask questions and have healthy, respectful discussions is another form of democracy in action.
Media makers
Students may perceive civics and politics as dry and irrelevant, so keeping lesson content engaging and relevant is key. Windle says students’ knack for digital technology and content creation presents a valuable opportunity for lessons.
“A useful approach in schools is to support students to be media producers, through activities such as making podcasts,” he says.
“This gives students the experience of activities such as researching reliable information, collecting multiple perspectives and providing an honest account of an issue.”
Windle also says upper-primary school-aged children are more than capable of tackling complex social and political topics.
“With the right support, they can investigate anything from local concerns such as unsafe streets to global challenges like climate change,” he says.
“We also know they are excellent producers of digital content.
“Blend these together and you get students who can research, reflect and represent issues in balanced, thoughtful ways, while navigating and filtering digital content.”
Young people who are highly tech-literate are in a stronger position than many adults and so can educate older generations about topics such as AI-generated deepfakes.
“That’s the essence of democratic citizenship,” Windle says.
Professional development critical
Government and employer investment in professional development to upskill teachers and improve their understanding of law, government and politics will be essential to improving student outcomes.
Knijnik says teachers can gain valuable insights from ongoing media literacy programs to critically engage with how the media portrays broad topics like education and democracy.
“These funded professional learning programs will support teachers and the students they teach,” he says.
“It will provide skills to critically analyse media narratives, enabling them to be aware, navigate and challenge dominant discourses around citizenship and democratic values.”
New resources for teachers
ACARA has new resources to support teachers in developing media literacy knowledge from Foundation to Year 10, specifically in Media Arts, English, and Digital Technologies.
Curriculum connection: Media consumers and creators focuses on four aspects:
- understand and analyse contemporary media
- create media content
- communicate and share media content
- be critical and ethical.
The online resource enables educators to filter information on conceptual themes from the Australian Curriculum by year level, learning area, general capability or cross-curriculum priority.
Curriculum connection: Media consumers and creators: bit.ly/3VADujm