Democracy is changing. In parallel to the widespread criticism on the decline of meaningful public participation in democratic governance (Crouch 2004; Dalton and Wattenberg 2002; Mair, Müller and Plasser 2004), several positive notions on democracy’s future, such as reinventing (Norris 2002), remaking (Newman 2005) and reframing (Taylor-Gooby 2009), have recently been established in academic debates. This interest towards “remade” democracy and citizenship has also brought topics of citizenship education prominently to the research agenda. Citizenship education is regarded as one of the key factors which explain political participation. Thus, education and its outcomes are responsible for the observed decline in political participation as well as for equipping citizens with the competencies necessary for meaningful participation in the changed social environment.