Civic engagement has become an increasingly important learning outcome in higher education as institutions recognise the critical role of developing students' civic skills and dispositions (Torney‐Purta et al., 2015; Bringle et al., 2011). Recent studies have emphasised the need for professional development programs to assist faculty in integrating civic learning and community-based engagement into curricula (Annenberg Public Policy Center & American Association of Colleges and Universities, 2024). However, effectively integrating civic engagement into faculty teaching and coursework remains challenging. A landscape review highlighted the complex relationship between higher education and civic behaviours, noting that while institutions aim to foster democratic engagement, practical implementation varies widely (Hulbert & Harkins, 2024).

Civic engagement is essential for fostering democratic values, social responsibility, and active citizenship. Research has shown that students who engage in civic-related activities develop critical thinking skills, a stronger sense of social justice, and a commitment to lifelong community involvement. Higher education institutions play a pivotal role in preparing students to participate meaningfully in civic life, and faculty members serve as key facilitators in this process. A study by Welch and Plaxton-Moore (2017) discussed current trends and future directions in faculty development for advancing community engagement, underscoring the importance of equipping educators with the necessary tools and knowledge.

This study aims to evaluate faculty members' self-assessed civic engagement competencies and identify factors that enable the integration of civic engagement in their courses. Previous research has emphasised cultivating democratic values and civic competencies within educational contexts (Torney‐Purta et al., 2015; Spridzāne, 2024; Roskoša & Kocote, 2023).

Scholars have highlighted a decline in youth political participation and civic engagement, particularly in Latvia, where only 20% of individuals aged 18–30 actively engage in civic life (Spridzāne, 2024). Addressing this issue requires a deeper understanding of how faculty can effectively incorporate civic engagement into their teaching practices. To investigate this, the study adapts the Civic Attitudes and Skills Questionnaire (CASQ), a validated instrument designed to assess students' attitudes, skills, and behavioural intentions related to civic engagement (Moely et al., 2002), along with the Civic Engagement Scale (CES), which measures individuals' sense of civic responsibility and participation in civic activities (Doolittle & Faul, 2013). 

This study represents the first phase of a more considerable mixed-methods research (doctoral dissertation) combining qualitative and quantitative data collection. The broader study will incorporate faculty interviews to provide deeper insights, while this phase focuses on quantitative data collection through standardised questionnaires. The research adapts the Civic Attitudes and Skills Questionnaire (CASQ) and the Civic Engagement Scale (CES) to evaluate faculty members' self-assessed civic engagement competencies. These instruments, widely used to measure civic-related attitudes, skills, and behaviours, align well with the study’s objectives (Moely et al., 2002; Doolittle & Faul, 2013). These instruments evaluate civic engagement dimensions, including civic action, problem-solving, leadership, and diversity attitudes. They are reliable tools for assessing faculty members' self-reported civic engagement competencies and their perceptions of integrating civic engagement into their courses. Research has shown that when faculty members receive proper training and support in integrating civic engagement into their courses, students demonstrate higher levels of civic responsibility and engagement (Salisbury University, 2023; Citizens & Scholars, 2023). A survey of faculty members in Latvian higher education institutions is planned to gain a comprehensive understanding of civic engagement in higher education. According to the Central Statistical Bureau of Latvia (2023), the number of academic staff in primary employment in Latvia is 4,895. The study seeks to maximise participation to enhance the generalizability of the findings. This study employs convenience sampling, a non-probability sampling method that involves selecting readily available and willing participants. Convenience sampling is widely used in social science research to efficiently gather data when random sampling is impractical (Etikan, 2023). While this method may introduce limitations in generalizability, it allows for the collection of meaningful insights within the scope of the research.

Although data analysis is yet to be completed, the study is anticipated to provide critical insights into faculty members' civic engagement competencies and the challenges they face when integrating civic engagement into their courses. The findings will highlight variations in faculty perceptions based on disciplinary differences, teaching experience, and institutional policies. One key anticipated outcome is identifying specific factors that either facilitate or hinder incorporating civic engagement as a learning outcome. The study will also likely reveal gaps in faculty preparedness and professional development opportunities related to civic engagement instruction. Research has indicated that faculty preparedness is crucial in fostering students' civic engagement. Providing faculty with structured discussions, training opportunities, and pedagogical development enhances their ability to integrate civic engagement into their courses, ultimately promoting student participation in civic activities (Salisbury University, 2023; Citizens & Scholars, 2023). Based on the results, the author aims to develop a professional development model for faculty members, which could be integrated into higher education curricula. This model would provide structured guidance on incorporating civic engagement into coursework, equipping faculty with the necessary tools to foster students' civic competencies. By strengthening faculty training in civic engagement pedagogy, the study aspires to enhance students' active participation in civic life and democratic processes.

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