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Building upon social capital theoretical foundation, the principal purpose of present research is to construct a conceptual research model and uncover the intricate relationships between WeChat usage, social capital and civic participation behaviors among young people.

A large cross-sectional valid data from 1,238 young people in mainland China were gathered to examine the hypothesized research model. Descriptive analyses, correlation analysis and structural equation modeling (SEM) were sequentially undertaken to determine dynamic interrelationships among main constructs.

The empirical findings demonstrate that WeChat usage positively impacts young people's social interaction ties, the guanxi network and shared goals. Moreover, social interaction ties and shared goals are positively associated with their online civic engagement. Furthermore, the guanxi network is positively associated with both online and offline civic engagement.

Theoretically, this research is the first to explicitly explore the influence mechanism of WeChat use intensity on different dimensions of individual-level social capital and civic engagement. Practically, these obtained results can be beneficial to the comprehending of whether and how WeChat is a resource for social capital and civic involvement.

Despite mobile social media, especially WeChat, has achieved immense popularity in contemporary mainland China, the potential influence of this emerging technology use on individuals' differential dimensions of social capital and civic engagement has not been systematically investigated. The study may not only offer fresh insight into innovative features of WeChat but also contribute to broader controversies regarding the impact of mobile-mediated communication on individuals' daily civic lives.

Actor engagement (AE) literature shows inconsistent understandings of engagement intensity. However, a holistic picture of the nature of AE intensity is foundational to advance empirical AE models and measurement frameworks. This paper provides a nuanced understanding of what engagement intensity is and how it unfolds on different network levels.

This conceptual study draws from a literature review and offers a comprehensive classification scheme of AE intensity. The literature review extends beyond marketing and service research and draws from the etymology of AE intensity in management and social science, specifically, the fields of student, employee and civic engagement.

The classification scheme clarifies that AE intensity at the individual level refers to actors' affective and cognitive tone and varying magnitudes (i.e. efforts, duration, activeness) of resource investments. At the dyad level, AE intensity represents relational strength, and at the network level, it refers to the degree of connectedness in the network.

The research reconciles conceptual inconsistencies in the AE literature. Our classification scheme goes beyond the individual actor and actor–actor dyad and offers a holistic overview of possible ways to operationalize AE intensity in networks.

The classification scheme can be used as a strategic checklist to include AE intensities of individual actors (e.g. customers and employees), relationships between these actors and network connectedness, when further developing engagement measurement tools and benchmarks.

This is the first study providing a comprehensive understanding of AE intensity from an individual, dyadic and network perspective.

The purpose of this study is threefold: first, to determine whether civic education has a positive impact on voting intentions among the electorate; second, to establish whether attitudes towards voting behaviour (ATVB) mediate the relationship between civic education and voting intentions; and third, to determine whether educational level moderates the relationship between civic education and voting intentions.

This study adopted a survey research design and a quantitative approach. Data were collected from a sample of 1,450 registered voters from the six geopolitical zones of Nigeria. A regression-based approach was adopted to test the study hypotheses using Hayes-PROCESS Macro 3.5.

The results indicate that civic education is positively associated with voting intentions. Further analysis reveals that ATVB significantly mediates the association between civic education and voting intentions. Additionally, educational level positively moderates the relationship between civic education and voting intentions.

The findings offer implications for governments and democratic institutions.

To the best of the authors’ knowledge, this is the first study to provide empirical evidence of the mediating effect of ATVB and the moderating effect of educational level on the relationship between civic education and voting intentions. This study provides useful insights into the factors that influence voting intentions.

The purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.

The authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.

Socratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.

The authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.

The authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.

The authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

The purpose of this study is to present a systematic literature review in the research area of engagement focusing on employee and work engagement. In this respect, this study aims to focus on the definitions between employee and work engagement and their differences, as well as to identify the antecedents of the relevant body of knowledge on engagement.

A systematic literature review was conducted drawing on an evidence base of 110 articles published in three- and 4-rated journals retrieved from the Academic Journal Guide (2018) during the years 2000–2021.

Through a descriptive and thematic analysis of the literature, the study maps the field as a whole, identifies and categorizes relevant engagement definitions as well as individual- and organization-level antecedents. Important insights and gaps in the existing research that may be exploited for further empirical studies are also pinpointed.

The study may stimulate future research and represent a reference point for scholars interested in the topic of engagement and at the same time provide added value to human resource practitioners that prefer evidence-based management over success stories.

In light of a need for more critical education about datafication, this paper aims to develop a framework for critical datafication literacy that is grounded in theoretical and empirical research. The framework draws upon existing critical data literacies, an in-depth analysis of three well-established educational approaches – media literacy, the German “(politische) Bildung” and Freirean “critical pedagogy” – and empirical analyses of online educational resources about datafication.

The study interconnects theoretical analyses with an empirical mixed methods investigation that includes expert interviews with creators of online educational resources about datafication and a qualitative survey with educators interested in teaching about data technologies.

The research identified novel findings on the goals of resource creators and educators, such as a focus on empowering and emancipatory approaches, fostering systemic understanding of datafication and encouraging collective action. Such perspectives are rare in existing critical data literacy conceptualisations but show resemblance to traditional education scholarship. This highlights how much can be learnt from practitioners and from these more established educational approaches. Based on these findings, a framework for critical datafication literacy is suggested that aims for systemic understanding of datafication, encouraging critical thinking and enabling learners to make enlightened choices and take different forms of action.

The study is unique in its interconnection of theoretical and empirical research, and it advances previous research by suggesting a grounded framework for critical datafication literacy.

Civic engagement involves working to make a difference in one’s community. Experiential learning enhances civic knowledge and promotes the process of reflection that students can take beyond their educational experiences. The purpose of this paper is to identify whether civic engagement may be increased through domestic experiential learning experiences and to inform future educators about how a domestic immersion experience can be used to increase civic engagement among students.

Twenty-five students who participated in a domestic immersion experience in January 2022 were sampled. Reflection and changes in civic engagement were measured with student responses to questions before, during and after the immersion.

During the preimmersion, students showed a desire to learn about the Afghan refugee population and considered preimmersion anxiety mitigation strategies. Using the Association of American Colleges and Universities’ Civic engagement VALUE rubric, the four main themes were diversity of communities and cultures, civic identity and commitment, civic communication and civic action and reflection. The main themes yielded post immersion were increased civic engagement and aptitude to apply knowledge and skills. The subcategories of continued civic engagement were career planning, volunteering and educating others.

The findings provide guidelines to future work in civic engagement. This case study provides insights into the impacts of domestic immersion experiences and how it allows the opportunity for experiential learning.

The purpose of this paper is to investigate the generation of civic and public (C&P) engagement as an integrative outcome of a proper balance between emotional, rational and spiritual knowledge, via the mediation of interpersonal competencies.

The empirical analysis relies on a questionnaire-based survey conducted with 294 respondents from two knowledge-intensive organizations. Structural equation modeling, using Smart PLS 4, is used to analyze the data.

Individual knowledge can be considered as the refined outcome of the underlying transformations of various knowledge sources and resources, which is apposite for the next level of knowledge workers’ acumen. Individual knowledge – which relies on a good balance of rational, emotional and spiritual knowledge – exerts a positive effect on interpersonal competencies, wherein the latter positively influences the C&P engagement of knowledge workers.

Policymakers should capitalize on the development of strong interpersonal competencies; they should be able to understand the social mechanisms of motivating people, of stimulating, harnessing and channeling individual knowledge toward higher C&P as a prerequisite of value creation.

To the best of the authors’ knowledge, this is the first argumentative undertaking intended to explore the conversion of the three knowledge types into individual knowledge as a premise of interpersonal competencies development and as a relevant antecedent of C&P engagement. The results of this paper support that achieving balance in one's life is essential for increasing interpersonal competencies and C&P engagement. This study not only represents the first contribution to this debate but also helps managers and organizations to recognize that a good balance requires emotional, rational and spiritual knowledge.

The project – AskingBristol – uses university students to connect third sector organizations with particular “asks” to organizations which might be able to respond with “offers”. The authors describe the task of the experiment as being an attempt to embed students and their universities within the cities that they are based in, but are often not really very connected to.

This reflective report on practice describes an initiative aimed at producing a piece of “social infrastructure”. Written by the four people involved, the authors theorize and evaluate what we have done so far and what we hope to do in future.

Over two phases, it has had some success, and we think represents a concrete approach to thinking about how “civic” ideas might gain traction within universities. Using ideas about social networks, boundary objects and infrastructure the authors explore the opportunities and problems of such a project, stressing that it allows co-ordination between a wide variety of people and organizations that do not necessarily share common interests.

This is one “experiment”, in one city, but it demonstrates the possibilities of getting “civic” universities engaged with local third sector organizations.

If it became a piece of social infrastructure, such a project could embed ideas about “civic”, “impact”, “engagement” and so on into the routines of the city and the university.

Though Asking Bristol cannot solve the problems of the city, it shows that we can transfer resources, time, skills and space to where they are needed.

The authors do not think anything like this has been attempted before, and hope that sharing it will stimulate some comparisons, and perhaps some dissemination of the idea.

This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms, which leave youth unable to develop discourses that challenge dominant narratives about the role of data in their lives. The purpose of this study is to propose and evaluate a critical data literacy approach that empowers youth to engage with data from a sociocultural perspective using a speculative participatory research approach that affords opportunities to develop alternative discourses.

This is a multiple-case study that involves five alternative schools in Uruguay which implemented the Nayah-Irú curriculum over ten weeks leading to the development of six distinct research projects about the materialization of data in youth lives. The curriculum incorporates an alternate reality game (ARG) to engage youth in critical data literacy, based on the principles of Youth Participatory Action Research (YPAR) epistemology and Speculative Civic Literacies.

The findings of this study highlight the integration of speculative storytelling and real-life experiences in developing alternative discourses about datafication. The analysis revealed instances of discursive closure among the youth, but through the curriculum's speculative fiction elements, such as the narrative of Nayah-Irú, emotional connections were formed, leading to increased engagement, critical inquiry, and problem framing.

The study conducted on the Nayah-Irú curriculum shows its effectiveness in engaging youth and educators in critical data literacy by affording opportunities for youth to engage in the analysis of their personal data literacies in an alternative world. Bringing speculative approaches to data literacy can open new avenues for exploring data literacy with youth in ways that center their voices and help them overcome different forms of discursive closure.

This study offers new insights into critical data literacy education blending youth participatory action research epistemologies with a speculative literacies framework to support youth in developing alternative discourses regarding the role of data in their lives.