Attitudes and Challenges on the Development of Democratic Citizenship in Albanian Schools

Abstract

This study examines the transformative role of teachers in Albania's pre-university education system regarding the development of democratic citizenship. It analyzes professional attitudes, pedagogical practices, and institutional challenges affecting this process, focusing on teacher training and their capacity to cultivate students' civic competencies. Using a mixed-methods approach, the quantitative phase surveyed 1,705 Albanian teachers via Google Forms. This was integrated with qualitative methodologies, including semi-structured interviews, educational document analyses, and secondary research, to identify the drivers and barriers to integrating democratic civic education. The findings reveal high teacher awareness regarding the importance of citizenship development, with educators heavily valuing university education, training, and personal experience. Teachers advocate for greater youth involvement in decision-making. Prominent practices fostering democratic citizenship include group work, classroom debates, public discussions, and community projects. However, significant challenges persist, including a lack of material resources, low student interest, overloaded curricula, insufficient institutional support, and a deficit of specialized civic training. The paper concludes that expanding targeted training, supplying adequate didactic resources, and improving cross-curricular coordination are essential to strengthening teacher competencies. Ultimately, schools must foster a more supportive environment by organizing community-oriented practical activities and addressing contemporary topics to successfully build a sustainable democratic culture.

Received: 18 February 2026  │  Accepted: 18 June 2026  │  Published: 23 July 2026