Scientific reference papers

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Arroyo Mora, E.; Crespo Torres, B.; Mancha Castro, J. C.; Schugurensky, D. (2020). Prácticas innovadoras en educación ciudadana. ¿Qué dicen las revistas académicas españolas?. Revista Fuentes. 2020, v. 22, n. 2; p. 212-223
Bombardelli O. (2020). Digital Citizenship and Life Long Learning, inCross Reality and Data Science in Engineering, Proceedings of the 17th International Conference on Remote Engineering and Virtual Instrumentation (pp.817-826) DOI:10.1007/978-3-030-52575-0_67
Bombardelli O. (2021). Vision, Not Division: EU and EU Citizenship in Teaching About the EU, In book: Teaching the EU: Fostering Knowledge and Understanding in the Brexit Age (pp.27-40)DOI:10.1108/978-1-80043-274-120211003
Bombardelli O. (2023). Civic and Citizenship Education for Autonomous Citizens, in T.Engartner, Szukala A., Weber B. (2023). Sozioökonomie und Wirtschaftssoziologie im Spiegel sozialwissenschaftlicher Bildung, pp.31-37. https://link.springer.com/chapter/10.1007/978-3-658-36995-8_4
Cordero, Consuelo, & Aguado, Teresa. (2015). Educación Para La Ciudadanía: Una Asignatura A Debate. Normativa, Manuales Y Práctica Escolar En España. Diálogo andino, (47), 45-58. https://dx.doi.org/10.4067/S0719-26812015000200006
Council of Europe (2018). Reference Framework Of Competences For Democratic Culture, Volume 1 Context, concepts and model
https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture/context-concepts-and-model
Volume 2 Descriptors of competences
https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture/descriptors-of-competences
Volume 3 Guidance for implementation
https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture/guidance-for-implementation
European Commission/EACEA/Eurydice (2017). Citizenship Education at School in Europe – 2017. Eurydice Report. Luxembourg: Publications Office of the European Union.
https://op.europa.eu/en/publication-detail/-/publication/6b50c5b0-d651-11e7-a506-01aa75ed71a1/language-en/format-PDF/source-56573425
European Commission/EACEA/Eurydice (2021). Teachers in Europe Careers, Development and Well-being
https://eacea.ec.europa.eu/national-policies/eurydice/content/teachers-europe-carreers-development-and-well-being_en
European Commission/EACEA/Eurydice (2022). Participation
“Learning to participate” through formal, non-formal and informal learning
https://national-policies.eacea.ec.europa.eu/youthwiki/chapters/romania/57-learning-to-participate-through-formal-non-formal-and-informal-learning
IEA International Civic and Citizenship Education Study 2016 International Report Becoming Citizens in a Changing World | SpringerLin
International Association for the Evaluation of Educational Achievement (IEA)
International Civic and Citizenship Education Study. IEA ICCS W.Schulz, J.Fraillon, B.Losito, G.Agrusti, J.Ainley, V.Damiani, T.Friedman (2022). Assessment Framework.
https://www.iea.nl/sites/default/files/2022-06/IEA%20International%20Civic%20and%20Citizenship%20Education%20Study%202022%20Assessment%20Framework.pdf
OECD (Organisation for Economic Co-operation and Development) (2018) Preparing Our Youth for an Inclusive and Sustainable World: The OECD PISA global competence framework. Paris: Organisation for Economic Co-operation and Development. Online.
http://tinyurl.com/y9qws7nu
OECD TALISTeaching and Learning International Survey 2018 Results (Volume I 2019)Teachers and School Leaders as Lifelong Learners
https://doi.org/10.1787/1d0bc92a-en
https://www.oecd-ilibrary.org/education/talis-2018-results-volume-i_1d0bc92a-en
Santana Vega L. E. , Gonzales Morales, O., García, F.L. (2017). What do secondary school pupils know about the European Union? Implications for learning RELIEVE – Revista ELectrónica de Investigación y EValuación Educativa, 23 (2), art. 6. p. 1358-1372 doi:http://doi.org/10.7203/relieve.23.2.9572 https://revistaseug.ugr.es/index.php/RELIEVE/article/download/9572/15188/0
Santana-Vega, L. E, .González-Morales, O., & Feliciano-García, L.(2021). Are we Europeans? Secondary education students’ beliefs and sense of belonging to the European Union. Journal of Youth Studies, 24(10), 1358-1372.
https://doi.org/10.1080/13676261.2020.1839634
https://www.tandfonline.com/doi/full/10.1080/13676261.2020.1839634
Santana Vega Lidia, blog, Educar y orientar para la vida (2022). Educar para la competencia ciudadana, la participación y la sostenibilidad: el proyecto europeo ECCOPS
Santana Vega, L. E., & Feliciano García, L. A. (2017). ¿Qué sabe el alumnado de secundaria sobre la Unión Europea? Implicaciones para el aprendizaje. Revista ELectrónica de Investigación y EValuación Educativa, 23(2), 4. https://doi.org/10.7203/RELIEVE.23.2.9572
Sava, S. L., Fartusnic, C., & Nicoleta-Ancuța, I. (2022). Romania: Continuity and innovation in the civics and social education curriculum. JSSE – Journal of Social Science Education, 21(4). https://doi.org/10.11576/jsse-5492
Sparks S. (2023). Studying Civics In Romanian Schools
https://slideplayer.com/slide/17578131/
UNESCO, Educazione agli Obiettivi per lo Sviluppo Sostenibile Pubblicato in lingua inglese nel 2017 dall’Organizzazione delle Nazioni Unite per l’Educazione, la Scienza e la Cultura, 7, Francia © UNESCO 2017 ISBN 978-92-3-100209-0
Veugelers W., Schultema J. (2022), Teaching controversial issues as Part of Education for Democratic Intercultural CitizenshipIn: Activist Pedagogy and Shared Education in Divided Societies, p. 32–48
DOI: https://doi.org/10.1163/9789004512740_003
UNESCO (United Nations Educational, Scientific and Cultural Organization) (2015a) Education 2030 Incheon Declaration and Framework for Action: Towards inclusive and equitable quality education and lifelong learning for all. Paris: UNESCO Publishing. Online.
https://unesdoc.unesco.org/ark:/48223/pf0000245656

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