ICCS 2016 is the second cycle of the study.
The study measures contemporary characteristics that formed the original backdrop for the 2016 cycle: a stark increase in the use of social media by young people coupled with the question of whether it has become a tool for civic engagement, the growing concerns about global threats and sustainable development and young people priorities, and widespread recognition about the role of schools in fostering peaceful modes of interaction among young people.
The comprehensive core assessment is complemented by two regional modules for Europe and Latin America, designed to recognize local interest and cultural aspects of civic and citizenship education.
The ICCS 2016 research team systematically investigated how countries provide civic and citizenship education by drawing on diverse sources of information ranging from national policy and resourcing perspectives through to classroom practice. The teams also explored the cognitive and affective-behavioral outcomes of civic and citizenship education within and across the participating countries.
In total, the ICCS researchers gathered data from more than 94,000 students enrolled in their eighth year of schooling (Grade 8 or equivalent) at more than 3,800 schools in 24 countries. The student data was augmented by information collected from more than 37,000 teachers and the contextual data provided by school principals and the ICCS national research centers (NRCs).