Abstract:

Civic engagement has become an increasingly important learning outcome in higher education as institutions recognise the value of developing students’ civic skills, attitudes, and dispositions. Research highlights that civic learning contributes to democratic resilience and social responsibility (Torney-Purta et al., 2015; Bringle et al., 2011). Recent studies also stress the need for faculty professional development to support the integration of civic learning and community-based engagement into curricula (Annenberg Public Policy Centre & AACU, 2024). Despite this recognition, embedding civic engagement into teaching remains challenging, as institutional priorities, faculty preparedness, and practical constraints often affect implementation (Hulbert & Harkins, 2024).

Civic engagement is essential for fostering democratic values, critical thinking, and a commitment to social justice. Students who participate in civic-related activities tend to develop stronger civic responsibility and long-term involvement in community life. Higher education plays a pivotal role in preparing students for meaningful civic participation, and faculty members act as key facilitators of these learning experiences. Welch and Plaxton-Moore (2017) emphasise that supporting faculty through training and resources is crucial for advancing civic and community engagement.

This study aims to evaluate faculty members’ self-assessed civic engagement competencies and identify factors that enable or hinder the integration of civic engagement in their courses. Previous research has highlighted the importance of fostering democratic values and civic competencies within educational settings (Torney-Purta et al., 2015; Spridzāne, 2024; Roskoša & Kocote, 2023). To examine faculty attitudes, skills, and behavioural intentions, the study adapts two validated instruments: the Civic Attitudes and Skills Questionnaire (CASQ) and the Civic Engagement Scale (CES) (Moely et al., 2002; Doolittle & Faul, 2013). Evidence shows that when faculty receive adequate training and institutional support, students demonstrate higher levels of civic responsibility and engagement (Salisbury University, 2023; Citizens & Scholars, 2023).

The study involves a survey of faculty members in Latvian higher education institutions using convenience sampling, a practical nonprobability method widely used in social sciences (Etikan, 2023). Although this limits generalisability, it enables meaningful insights into faculty perceptions within the study’s scope. The research is relevant in the Latvian context, where youth civic participation remains low - only 20% of individuals aged 18 - 30 are actively engaged (Spridzāne, 2024). Understanding faculty preparedness is, therefore, essential to addressing this challenge.

The study is expected to provide essential insights into faculty competencies, perceived challenges, and institutional factors influencing the integration of civic engagement. Anticipated findings include variations across disciplines, experience levels, and policy environments. The results will likely reveal gaps in faculty readiness and highlight the need for targeted professional development. Prior research indicates that improving faculty preparedness strengthens students’ civic engagement, demonstrating that supporting educators is crucial for embedding civic learning into higher education (Salisbury University, 2023; Citizens & Scholars, 2023).

Keywords:

Civic engagement, higher education, civic education, faculty, competencies.