The content of civic education in general education programs in Latvia contributes only minimally to the formation of national identity and patriotism among youth, according to the study by associate professor Ieva Berzina from the Vidzeme University titled "Patriotism and Nationalism in Civic Education in Latvia," writes LETA.
The study found that the knowledge of youth in the area of citizenship is generally quite low, and the concepts of "patriotism" and "nationalism" require a deeper understanding and competencies that are currently underdeveloped in the education system. Civic education is more focused on general knowledge about the functioning of society and the state, rather than on strengthening national identity.
Teachers also critically assess the understanding of patriotism and nationalism among students – schoolchildren rarely think about issues of statehood, and patriotism is often formed under the influence of family or personal values. According to educators' observations, youth are diverse: some consider themselves patriots, some nationalists, and some neither.
There is also a difference in the willingness of youth to defend the state in the event of a military conflict. In minority schools, there is often a desire to emigrate from Latvia, while among Latvian youth, local patriotism predominates, as noted in the study.
The war in Ukraine has intensified both trends of national radicalism and polarization between Latvian and Russian-speaking students. Teachers are making efforts to reduce aggression and the influence of disinformation by encouraging discussions and seeking consensus.
However, educators lack government recommendations on what kind of citizen Latvia wants to form and in what direction the country should move, which, as indicated in the report, complicates teachers' work.
Among minorities, there is a desire for a civic society where belonging to the state is based on citizenship rather than ethnic origin. However, they believe this is a strategic issue that needs to be addressed at the political level.
As emphasized in the report, schools cannot unilaterally form a civic nation without appropriate political decisions.
In the context of the Russian-Ukrainian war, teachers face situations where parents hold views promoted by Russia and express dissatisfaction with the content of the curricula. Teachers note that current legislation does not adequately protect them, complicating the formation of a purposeful national-patriotic society in schools.
Youth often do not understand the difference between patriotism and nationalism. Some consider themselves both; some associate it more with culture and traditions, while others connect it with civic patriotism and democratic values, as established in the study.
Young representatives of minorities generally do not identify as nationalists but sometimes consider themselves patriots based on integration, participation in cultural life, and a sense of belonging to society. Some do not consider themselves patriots at all, emphasizing individual values, critically assessing the idea of the state, or feeling a stronger connection to the local environment and European values.
Analyzing the connection between youth patriotism and nationalism and their civic and political participation, researchers found that this connection is weak. Various factors influence this, including difficulties in distinguishing concepts, as well as the fact that youth activity is largely determined by individual characteristics, interests, levels of civic knowledge, and political context.
The study indicates that youth participation is often used formally, creating an illusion of their influence on decision-making at both municipal and state levels.
At the same time, the system of civic education in Latvia is characterized in the study as a "black box" – its implementation in schools is opaque. This is influenced by the broad freedom of action for teachers provided by the "Skola2030" project, the lack of unified teaching materials, and insufficient assessment of students' knowledge in this area.
As a result, there is no data on the extent to which school graduates have acquired basic political knowledge and skills necessary for full participation in public and political life, as noted in the study.
According to the authors of the study, a state strategic approach is necessary to strengthen civic education in Latvia, determining what kind of citizen should be formed and how current political issues should be discussed in schools in both national and international contexts.
The study calls for gradual changes in the content of civic education while maintaining the core principles of the "Skola2030" project, addressing the identified problems.
It is recommended to raise the prestige of the humanities and social sciences in the general education system, ensuring a balance of knowledge from different fields and recognizing the importance of these subjects for societal development. It is also suggested to define a minimum volume of civic and political knowledge mandatory for all students and ensure its assessment.
The study emphasizes the importance of developing unified centralized teaching materials that could be used in all schools. Experienced educators should be involved in their preparation and testing, which would help ensure equal quality of civic education across the country and reduce the burden on teachers.
The recommendations also highlight the need to adapt teaching materials to different student levels, focusing on practical knowledge and skills for participation in public life. The content of exams should be aligned with teaching materials and simplified, focusing on mastering basic skills.
The study also calls for developing students' abilities to obtain and analyze political information in the modern fragmented media environment. According to researchers, the sense of belonging to Latvia among youth from minorities should be fostered both through civic patriotism and through familiarity with the Latvian cultural environment.
The study on patriotism and nationalism in civic education in Latvia was conducted as part of the project of the Latvian Council of Science "Patriotism and Nationalism: Thinking, Attitudes, and Their Impact on the Development of a Democratic Civil Society."
Its aim was to study how these forms of national attachment influence the development of a democratic society. The study was conducted in the context of the Russian-Ukrainian war, which has exacerbated issues of national identity, the readiness of society for crises, and the significance of democratic values.
