Qingjun Chen, Abdul Rasool Khoso
This research explores the influence of ideological and political education on university students’ civic engagement and social behavior, focusing on Sindh Agriculture University (SAU) Tandojam, Pakistan. Employing a sequential mixed-methods design, the study combines quantitative surveys ( n = 200) with qualitative interviews ( n = 10) to examine the role of education in shaping students’ political awareness and social attitudes. The study is situated in the broader context of Pakistan’s socio-political and educational disparities, offering insights into how such education can promote active citizenship and democratic values. Quantitative findings reveal significant correlations between educational exposure and enhanced civic engagement and social responsibility. Regression analysis identified educational impact (B = 0.148, p < .001), civic engagement (B = 0.142, p < .001), and social behavior (B = 0.135, p < .001) as predictors of active participation in political and social activities. Students reported higher engagement in voting (M = 4.2, SD = 0.8) and volunteering (M = 3.6, SD = 1.1), coupled with strong support for social justice and inclusivity (M = 4.3, SD = 0.6). However, qualitative insights highlighted concerns about curriculum bias and limited practical exposure to political processes, emphasizing the need for a more balanced and applied approach. The study concludes that ideological and political education enhances civic engagement and fosters inclusivity, aligning with frameworks of Political Socialization Theory. To address identified gaps, the research recommends diversifying curricular content to incorporate a wider range of political perspectives and implementing experiential learning opportunities, such as internships and community initiatives. These strategies are crucial for translating theoretical learning into meaningful societal contributions, ultimately strengthening democratic practices and social cohesion. This research provides actionable recommendations for policymakers and educators seeking to develop effective civic education programs in developing nations.