An Analysis of Civic Competence Among Senior High School Learners: Towards a Proposed Civic Competence Framework
DOI:
https://doi.org/10.69569/jip.2026.181Keywords:
Civic competence, Framework, Senior High School, Learners, Convergent parallelAbstract
Civic education is essential in preparing learners to become informed and participatory citizens in a democratic society. However, empirical studies examining the civic competence of senior high school learners in the Philippine context remain limited, particularly in assessing how learners demonstrate civic rights, civic virtues, civic responsibilities, and civic participation. Addressing this gap, this convergent parallel mixed method study assessed the civic competence of Humanities and Social Sciences (HUMSS) learners in one public integrated school in the City of Meycauayan during the School Year 2025–2026. Findings revealed that HUMSS learners demonstrated a moderate level of civic competence, with civic rights ranking highest and civic virtues lowest. Qualitative results indicated that learners are aware of civic values and responsibilities but exhibit moderate engagement in civic participation and community initiatives. These results affirm the Civic Competence Model of Hoskins (2025), which emphasizes the interaction of civic knowledge, values, and participation in developing active citizenship. Based on the findings, the study recommended strengthening experiential civic learning through service-learning, community engagement, and participatory civic education. The proposed civic competence framework aimed to bridge the gap between civic awareness and civic action among senior high school learners toward active citizenship.
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