Reforming Civic Education_The Cyprus Experiment_Voting_Evaluation_Data
Description
The data stem from two democratic participatory processes (Structured Democratic Dialogues), which were organized in Cyprus in 2024; the first under the auspices of the Presidency aimed to develop a roadmap for introducing SDD in the school curricula; the second aimed to explore reforms that would render the educational experience more relevant and joyful. More information regarding the process and results is available: https://futureworlds.eu/wiki/Citizens_Commissioner%27s_Dialogue_to_Introduce_SDD_in_the_School_Curriculum https://futureworlds.eu/wiki/Ευτυχισμένοι_μαθητές_σε_ακμάζοντα_σχολεία_EN:_Happy_learners_in_thriving_schools The files include: (i) The questionnaire that has been used to evaluate the SDD in Education workshop (Original in Greek with an English translation: SDD_in_Education_Evaluation_Form_GR.pdf and SDD_in_Education_Evaluation_Form_EN.pdf). (ii) The raw data (in Excel) of the 1st and 2nd voting for both SDDs (SDD_HappyKids_1st_2nd_Vote_20250618.xlsx and SDD_in_Education_1st_2nd_Vote_20250618.xlsx). (iii) The processed data, along with charts generated (SDD_Edu_Politis_Charts_02.xlsx and SDD_Edu_Politis_Phases_Charts_02.xlsx). The first result from the Questionnaires (in response to the question, "Which, in your opinion, of the following skills can be developed through student participation in SDD? ") revealed that the abilities that develop the most through participating in SDD are expressive skills, critical thinking, problem solving, collaboration, flexibility, adaptability, and communication skills. Skills that develop moderately include emotional intelligence, creativity, and innovation. The second result (in response to "Which of the following skills can be developed in which of the stages of the SDD,") revealed that the first stages of the SDD (i.e., Idea Generation -Gene and Idea Clarification -Clar) promote active listening and expressive skills, while critical thinking and the ability to tackle and deal with stereotypes are favored in the latter stages (i.e., Clustering -Clu and Mapping -Map). The ability to change one's opinion, adapt, and become flexible in considering diverse viewpoints, tackle stereotypes, and engage in public debate appears to develop the most during the Clustering stage. The charts for the 1st and 2nd voting tested the hypothesis that participants' priorities shift as they clarify the meaning of each idea. Specifically, the results highlight the shift in priorities between the participants' preference voting before and after the Clustering. Note that before clustering the top ideas were #3, #29, #6, #2, #12, etc (Fig. 6), while, after Clustering, not only the ranking has changed, but also ideas that were not considered a priority now receive more votes (e.g., #6 shifts to 2nd place, #29 to 6th annd #13, #17, #9, etc. make it to the top six). The two files, named Charts_02, simply include the processed data used to generate the final charts.
Files
Steps to reproduce
Questionnaire: Presented to participants of a Structured Democratic Dialogue at the conclusion of the process 1st Voting: Participants of a Structured Democratic Dialogue were asked to select five out of all generated ideas after the Clarification stage 1bd Voting: Participants of a Structured Democratic Dialogue were asked to select five out of all generated ideas after the Clustering stage