Differences in the Civic Identity of Youth—On the Way to Sustainable Development of Security and Peace

This study investigates civic identity among young people in Latvia within a multidimensional framework that includes subjective, ethical, and political aspects. The empirical research is based on a survey of 9th–12th grade students enrolled in general education schools in a selected city, including schools where instruction is in the state language and schools where instruction is in a minority language. The questionnaire, rooted in a multidimensional concept of civic identity, measured subjective, ethical, and political dimensions through categorical items and a four-point Likert scale. Chi-square tests showed significant differences between school types across various dimensions of civic identity. Self-identification as a Latvian patriot and respect for the country differed significantly across all grades, with moderate to large effects. Perceived personal relevance to the country also varied significantly in some grades, with the strongest differences seen in grade 10. Willingness to defend the country had significant links to school type, especially in upper secondary grades. These findings highlight the variety of civic self-perceptions in a linguistically diverse educational setting and emphasise the importance of schools as spaces where civic identity is expressed and negotiated. The results add to debates in civic education and may help develop competency-based teaching methods suitable for diverse cultural contexts.