Effective Pedagogical Principles in Teaching Civic Education: A Case Study of Higher Learning Institutions in Zambia

The pedagogical principles employed in Civic Education instruction in higher learning institutions in Zambia have the potential to improve learning outcomes. The main objective of this article was to explore the pedagogical principles employed by educators in selected higher learning institutions and to establish the challenges faced by educators in implementing the pedagogical principles in the selected higher learning Institutions. The study relied on Sherry Arnstein’s ladder of citizen participation model and the transformative learning theory. The study was qualitative and employed a qualitative multiple-case study design. This qualitative study employed a multiple-case design involving three selected higher learning institutions in Zambia, using semi-structured interviews and focus group discussions to collect data from 5 educators and 32 students. The study was significant in that it was hoped that there would be the generation of new knowledge on pedagogical principles of civic education, and by filling a gap in understanding how the pedagogical principles might be useful in the teaching of civic education and the relationship between pedagogy and civic participation in the Zambian context through the insights that would be gained in the study. The findings of the study showed that certain teaching methods such as lecture method, service learning projects, debate, discussions, brainstorming, and role-play were the commonly used pedagogical principles employed in the selected higher learning institutions in Zambia. Additionally, the study established that the lack of employment of other modern pedagogical principles in civic education by educators was hindered by a lack of material resources, money, time, curriculum review, and administrative support to carry out effective interactive and service-learning activities. The study also recommended that educators should adopt modern principles of civic education, and conduct continuous staff development programs, Institutions should allocate more funds for student activities, there should be constant curricula reviews and institutions should strengthen partnerships with civic associations and community organizations.