ABSTRACT
The tasks of this chapter are to describe the current state of Finnish civic education and analyze it with data collected from Finnish youth. The main aims concerning civic education have been to develop new learning environments and digital materials in schools, improve the transition from study to work and support the life management and employment of young people. At the primary school level of education, there is established a social studies subject. Student unions have been organized in all schools, and there has been an emphasis on global education in civic education (Core curriculum for basic education 2014). The problems with civic education concern youths’ negative outlook on politics and political activities, especially boys’ weak motivation in school and the risk of adolescents becoming marginalized. The sample of this study consists of Finnish adolescents of the following ages: 11 (n = 110), 14 (n = 113) and 18 (n = 119). The empirical questions are the following. 1) What are their citizenship dimensions and main differences relative to other countries? 2) What is the relationship between citizenship activity and gender? 3) What is the relationship between dimensions of citizenship activity and age?
The results show that Finnish youth are not politically active and experience difficulty with their individual citizenship. It is also found that their voting behaviour and involvement in social tasks, activities and actions for change are rather weak. Finnish adolescents’ relationship to other countries supports the earlier researchers’ claim that Finns’ trust in their society and one another is high. Attention still needs to be paid to developing students’ liking school and their well-being at school in Finland. It is also suggested that individualistic and collaborative citizenship must be improved in the youth while also developing cooperative activities.
