How do civics teachers work to increase democratic competence? : A study on how civic teachers’ work in order to increase democratic competence in students.

This study examines how civics teachers’ perceive their role in enhancing students' democratic competence through education. Using semi-structured interviews, teachers' reflections on the opportunities and challenges of democracy education are analyzed. The analysis has been conducted using thematic analysis and interpreted through four democratic theories: democracy as a way of life, democracy as a decision-making process, deliberative democracy, and agonistic democracy. The results show that democracy education includes both possibilities and challenges, where deliberative discussions, student participation, and practical exercises are used to strengthen students' democratic skills. At the same time, conflicts, varying levels of student engagement, and difficulties in connecting democracy to students' daily lives are highlighted as challenges. The study indicates that teachers need support and structure to create an inclusive and dynamic educational environment where democratic discussions can take place in a respectful and constructive manner. How should democracy education be designed to provide students with both knowledge and practical experience of democratic processes? This study contributes to an increased understanding of how civics teachers’ work to strengthen democratic skills and the factors affecting the effectiveness of democracy education.