Abstract

Active citizenship is a key goal of higher education. However, limited empirical evidence exists on how learning management approaches support legal literacy and citizen participation among university students. This research lacuna was addressed by examining whether a legal literacy enhancement program, incorporating creativity-based learning and gamification, was related to changes in legal literacy and active citizenship using a quasi-experimental pre-test–post-test design with follow-up assessment. The sample comprised 40 undergraduate students, obtained by purposive sampling. The classroom was divided into the experimental group (n = 20) and the control group (n = 20) based on their timetables and the lecturer’s readiness. The experimental group received activities as scheduled for four weeks. The program was designed to enhance their experience-based learning, problem-solving, and enthusiastic participation through creative learning activities and gamification elements. Legal literacy forms and a self-assessment form on active citizenship were used to collect the data with mixed-design ANOVA used for data analysis. The results revealed that legal literacy and active citizenship in the experimental group were significantly higher than those in the control group. There was a significant coeffect between group and time (Group × Time interaction effect) on legal literacy, was well as on active citizenship. Changes were observed in the post-test and follow-up phases. This provided preliminary evidence that the program was associated with increased legal literacy and active citizenship during the short-term follow-up period. The experimental group also showed a higher awareness of civic responsibility and participation in social issues.

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