Civic Imagination in the Classroom: The Influence of Visual and Digital Art in Strengthening Democratic Literacy among Secondary School Students in South-East Nigeria
Alexius-Ugwulebo Getrude Chinyere *
Department of Social Studies and Civic Education, Alvan Ikoku Federal University of Education, Owerri, Nigeria.
Ogbuehi Ngozi Caroline
Department of Political Science Education, Alvan Ikoku Federal University of Education, Owerri, Nigeria.
Ohanele Rita C.
Department of Fine and Applied Arts, Alvan Ikoku Federal University of Education, Owerri, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
This study examined the impact of visual–digital art interventions on democratic literacy among senior secondary school students in Southeast Nigeria. Employing a quasi-experimental design, 360 students from six purposively selected schools were assigned to experimental (n = 180) and control (n = 180) groups. Data were collected using the Civic Democratic Literacy Scale (CDLS; α = 0.84) and qualitative analysis of student artworks and discussions. Paired sample t-tests, ANOVA, and multiple regression analyses were conducted. Results indicated significant improvements in democratic literacy for the experimental group (Pre-test mean = 2.31, Post-test mean = 3.55; t(359) = 42.78, p < .001), with variations across schools (F(5,354) = 6.41, p < .001). Visual–digital art exposure strongly predicted democratic literacy (β = 0.67, p < .001). Qualitative analysis revealed enhanced civic awareness, agency, media discernment, and safe civic expression through art engagement. The study underscores the value of integrating art-based interventions in civic education, providing empirical support for curriculum innovation, digital civic engagement, and policy development to foster active citizenship among Nigerian youth.
Keywords: Civic imagination, democratic literacy, secondary school students, South-East Nigeria, visual and digital art