Experiential reflections of online citizenship education: A qualitative research on project citizen

Abstract

As an experiential model of civic learning, Project Citizen represents a contemporary approach to strengthening democratic citizenship. Despite its emphasis on participatory engagement, limited research has examined how pre-service teachers experience and interpret this model within higher education contexts, particularly in online settings. Addressing this gap, the present study explores participants’ experiences, perceptions, and recommendations regarding the implementation of Project Citizen. Employing a qualitative case study design, data were collected from 70 pre-service teachers enrolled in a Human Rights and Citizenship Education course through reflective responses to open-ended questions. Content analysis was conducted using MaxQDA qualitative data analysis software. The findings indicate that participation in the project fostered personal growth, enhanced social awareness, and strengthened collaboration skills. Participants reported a strong sense of achievement grounded in collective reasoning and group solidarity, while identifying challenges related to engagement with public policy processes and bureaucratic structures. The study concludes that Project Citizen effectively activates the experiential, critical, and participatory dimensions of civic education, contributing significantly to the pedagogical and social competencies of future educators.

Keywords: civic education; democratic participation; experiential learning; pre-service teachers; Project Citizen.