Pedagogy and Civic Engagement: Theoretical Insights into Fostering Active Citizenship in University Education

Abstract

The research examines, at a theoretical level, the ways in which pedagogical approaches in higher education can be strategically designed to foster civic engagement, thereby preparing university students to become citizens who understand why they need to be active and act responsibly. Inspired by a multidisciplinary theoretical framework—starting from the constructivist learning theory, critical pedagogy, experiential learning theory, self-determination theory, and social identity theory—the research explores how student-centered, dialogic, and experiential teaching methods cultivate the cognitive, motivational, and identity-based foundations of civic participation. The research argues that when teachers integrate collaborative learning activities, critical reflection, autonomy-supportive environments, and community-oriented projects, students would gain the skills and the ethical commitment needed for democratic engagement. The research also acknowledges potential obstacles, including institutional constraints, cultural and political resistance, student readiness, and tensions between individual autonomy and collective goals. The proposed solutions are about the implementation of adaptive pedagogical designs, faculty development, and culturally responsive practices. This research is theoretical and aims to present the ways in which universities could bridge the gap between academic learning and active democratic citizenship. KEYWORDS: civic education, pedagogy, higher education, active citizenship