Burden and Responsibility: Perceptions of Social Science Teachers in Teaching Civic Education to College Students

Abstract

This study explores the perceptions of social science teachers in the Philippines regarding the teaching of civic education at the college level. Employing a qualitative phenomenological research design, the study captures the lived experiences of three Licensed Professional Teachers through semi-structured interviews. The participants emphasized the transformative potential of civic education in fostering active citizenship, critical thinking, and social responsibility among students. Thematic analysis revealed three core themes: Civic Education Perspectives and Objectives, Optimizing Civic Education, and Rewarding Aspects of Civic Education. Participants highlighted the vital role of civic education in promoting democratic values, ethical decision-making, and societal engagement. They advocated for innovative, student-centered teaching approaches, including debates, role-playing, and community projects, to make civic education meaningful and relevant to students’ lives. Moreover, participants shared the personal and intellectual fulfillment derived from witnessing students’ growth in critical thinking and civic participation. The study underscores the pivotal role of civic education in shaping informed, engaged, and responsible citizens. It also highlights the need for continued investment in teacher training and curriculum development to enhance its impact. These findings contribute to the broader discourse on the importance of civic education in addressing societal challenges and fostering democratic cultures.