An Analysis of Active Citizen Characteristics Among Secondary School Students in Bangkok Metropolis
This quantitative study of 92 secondary schools in Bangkok reveals that while students exhibit high levels of responsible citizenship, they score lowest in participatory citizenship and show significant perception gaps with teachers regarding social responsibility and societal participation, highlighting an urgent need for educational interventions to foster self-reliant and globally competitive young citizens.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
Imagine a city as a giant, bustling spaceship. For this ship to fly smoothly and reach new stars, it doesn't just need a powerful engine; it needs a crew that knows how to fix the pipes, how to work together when a storm hits, and how to invent better ways to travel. In the world of social science, this "crew" is made up of citizens. But not just any citizens—active citizens. Think of an active citizen not as someone who just pays taxes and stays quiet, but as a crew member who is responsible for their own tools, helps the team solve problems, and speaks up to make sure the ship is fair for everyone.
Scientists have long debated what makes a good crew member. Some say it's about being a self-reliant "fix-it" person who keeps their own station clean (Personal Responsibility). Others say it's about being a "team player" who joins the committees and helps organize the crew (Participatory Citizenship). A third group believes the best crew members are the "justice seekers" who notice when the food rations aren't being shared fairly and demand change (Justice-Oriented Citizenship). Understanding which of these traits young people possess is crucial because if the future crew isn't ready, the spaceship might drift off course. This is especially true in a complex, crowded city like Bangkok, where students face unique challenges.
A team of researchers from Chulalongkorn University decided to take a closer look at the crew of the future: secondary school students in Bangkok. They didn't just guess; they sent out a questionnaire to 92 schools, gathering the honest opinions of 1,104 students and 552 teachers. The questionnaires were distributed and collected via mail between January and February 2024. They wanted to see how these young people rated themselves on the three types of citizenship and to check if the teachers saw things differently than the students did.
Here is what they found. The students, on average, scored quite high overall, but there was a clear ranking in their "crew skills." The strongest skill they possessed was Personal Responsibility. This is the "I've got my own back" trait. Students felt they were good at keeping their physical and mental health in check, telling the truth, and working hard. However, even in this strong area, the lowest score was for having the specific "knowledge and skills necessary for living," suggesting that while they feel responsible, they sometimes feel unsure about the practical tools needed to navigate life.
The second strongest area was Justice-Oriented Citizenship. These students showed they care about fairness, empathy, and respecting different cultures. Interestingly, the lowest score here was for "awareness and pride in being Thai," which hints that while they are globally minded and fair, they might feel a bit less connected to their specific national identity.
The area that needed the most work was Participatory Citizenship. This is the "let's get our hands dirty and build something" skill. While students felt okay about respecting rights, they scored lowest on actually "participating in creating innovations for sustainable economic, social, and environmental development." In other words, they are less likely to jump up and say, "I have an idea to fix our school's recycling system!" or "Let's start a project to help our community." They are more likely to be good followers than active creators.
The study also uncovered a funny disconnect between the captains (teachers) and the crew (students). When it came to Participatory Citizenship, teachers thought the students were doing a much better job than the students thought they were. It's like a coach telling the team, "You're great at passing the ball!" while the players are thinking, "We're just standing around waiting for instructions." This gap was also present in the social aspects of Personal Responsibility. However, when it came to Justice-Oriented Citizenship, teachers and students were on the exact same page; they both agreed on what that looked like and how well it was being done.
The researchers conclude that while Bangkok's students are responsible and fair, the education system needs to do more to turn them into active innovators. The goal isn't just to have students who follow rules, but to have students who feel confident enough to create new solutions for the world's problems. The paper suggests that schools need to shift their focus from just teaching facts to giving students real chances to practice being the captains of their own communities.
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