Civic Imagination in the Classroom: The Influence of Visual and Digital Art in Strengthening Democratic Literacy among Secondary School Students in South-East Nigeria

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.