Civic Knowledge, Skills, and Dispositions in Digital Learning Contexts: A Systematic Review
DOI:
https://doi.org/10.35719/hrtg.v7i1.210Keywords:
civic education, digital learning, online education, civic competencies, systematic reviewAbstract
Digital technologies have transformed how students develop civic competencies in higher education. This systematic review synthesizes empirical evidence on civic learning outcomes across digital platforms and identifies digital learning modalities that most effectively foster civic knowledge, skills, and dispositions. Following PRISMA guidelines, 58 peer-reviewed articles (2014–2024) from Scopus, Web of Science, and ERIC were analyzed using narrative thematic synthesis and effect size comparison (Cohen's d). Interactive digital modalities, including online discussions, simulations, and collaborative platforms, produced moderate to large effects (d = 0.48–1.12) on civic skills and dispositions, whereas content-delivery approaches showed only small effects (d = 0.18–0.43), primarily on knowledge acquisition. However, most studies relied on self-reported outcomes measured within four weeks, with considerable methodological heterogeneity and frequent use of non-validated instruments, limiting conclusions about long-term behavioral change. Three civic competency domains emerged: cognitive, participatory, and affective. The review highlights that the effectiveness of digital learning depends more on interaction design than on technology type, with student-to-student and student-to-content interactions serving as stronger predictors of civic learning outcomes than specific digital platforms.
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