This study explores the perceived benefits and social impacts of integrating civic virtues in Zambian society,

with a focus on Kanyama and Mandevu constituencies in Lusaka. Guided by an integrated theoretical framework

combining Bandura’s Social Learning Theory and Communitarianism, the research investigates how civic

virtues are acquired, reinforced, and practised within urban communities. Using a qualitative study approach and

a phenomenological case study design, a sample size of 25 was arrived at using purposive and homogeneous

sampling in order to gain a deeper understanding of their lived experiences in benefiting from civic virtues. Data

were collected through focus group discussions with teachers and interviews with Neighbourhood Watch

members. Thematic analysis helped to arrive at the study findings. The findings reveal that civic virtues, such

of civic virtue programs and examine how digital platforms might complement traditional modes of civic

Keywords: social fragmentation, social cohesion, trust, civic virtue-integration, social learning theory and

Civic virtues, a distinct category of human virtues, are the settled dispositions that reflect the qualities essential

to being an engaged and responsible member of a political community. Drawing on classical philosophy,

particularly the teachings of Aristotle, civic virtues are understood as enduring characteristics that embody

excellence specific to the realm of citizenship and public life. These virtues encompass traits such as honesty,

fairness, respect for others, and a commitment to the common good, which are crucial for fostering a healthy,

appreciate their role in shaping both individual behaviour and the broader fabric of society, ultimately

contributing to the flourishing of democratic governance and civic life. "Civic virtues" is also a normative and

multi-dimensional concept. It typically includes citizenship behaviours, civic responsibility, public-mindedness,

Globally, it has been recognised that civic virtues are vital to the well-being of society, given the polarisation

that plagues our societies today. Moreover, the (Darnell and Kristján Kristjánsson, 2020) lack of civic virtues at

a global level has led to a decline in social trust. Government trust and institutional trust in America stood at

19% in 2015 (American Journal of Democracy,2024). Furthermore, civic engagement globally, as one of the

civic virtues, has led to lower electoral turnout and increased distrust in government (OECD Report, 2023).

Kimpell (2015) conducted a study on republican civic virtue, enlightened self-interest and Tocqueville.

dialogue, and community engagement as essential components of civic virtue development. The value of

responsibility in the textbooks embraces not only the meanings of self-obligation and accountability, but

responsibility is also defined as an individual’s sense of self-discipline in their behaviour that enables them to

avoid conflict and strive for harmonious social order. The other important values are “Respect”, “Helpful”,

“Hard-working” and “Caring”. This study provided an example of how a multi-ethnic nation state like Malaysia

promotes these moral values through its educational curriculum, for political legitimacy and forging national

Civic virtues are also a concern in Africa as the AU Agenda 2063 emphasises the virtues of civic engagement,

good governance and human rights in the achievement of the goals of the continent (The Africa We Want, 2015).

Recognizing the value of civic virtues, the AU promotes good governance, democracy and human rights as these

and its implications for teaching and learning. The study aimed to examine the impact of democratic citizenship

education on higher education in Zimbabwe between 1980 and 2015. Critical inquiry was employed as the

primary research design, drawing on social constructivism and transformation as frameworks that informed this

research. The research used deconstruction as a method, and this enabled the research to claim openness in

thinking about university education in Zimbabwe to unforeseeable in becoming being other than it is today, so

that university education can contend with issues of inequality, corruption, as well as electoral and ethnic

In the Zambian context, civic virtue encompasses various aspects that promote the well-being and development

of society. According to Kafukulu (2018), civic virtues in Zambia include respect for authority, community

solidarity, and participation in volunteer work. Additionally, Simutanyi (2015) highlights the importance of

particularly through the lens of the teaching of 'fundamental British values.' The study pointed out that the

integration of religious elements within secular educational frameworks can create both opportunities and

challenges for inclusivity and broad civic engagement. Furthermore, research by Tan (2018) emphasised that

diverse moral values conveyed through educational curricula could serve as a foundation for fostering

responsible citizenship in multi-ethnic societies. However, inquiries into their efficacy and applicability within

Reijers (2023) conducted a study on technology and civic virtue. The study highlights that a major technological

trend is the increasing focus on the person: technical systems personalise, customise, and tailor to the person in

both beneficial and troubling ways. This trend has moved beyond the realm of commerce and has become a

matter of public governance, where systems for citizen risk scoring, predictive policing, and social credit scores

proliferate. What these systems have in common is that they may target the person and her ethical and political

Through this theory, it is hoped that learners will observe and imitate positive community behaviours, which

will be integrated with Civic Education’s integrative approaches in developing moral and civic competencies in

This study aimed to investigate how civic virtues are perceived to benefit Zambian society by examining

community insights in Kanyama and Mandevu, institutional perspectives, and cultural interpretations that inform

This study is grounded in Social Learning Theory, as articulated by Albert Bandura, which posits that individuals

acquire behaviours through observation, imitation, and modelling within social contexts. Civic virtues, such as

responsibility, tolerance, and cooperation, are not innate traits but are cultivated through exposure to role models

of environmental factors, such as poverty, education, and social cohesion, which influence the likelihood of civic

To deepen the analysis, the study also draws on Communitarianism, a philosophical framework that underscores

the role of shared values, collective identity, and mutual responsibility in shaping civic norms.

Communitarianism complements Social Learning Theory by emphasizing that civic virtues are not only learned

but also sustained through active participation in community life. In contexts like Kanyama and Mandevu, where

social bonds and collective identity are strong, civic virtues thrive when individuals see themselves as part of a

The integrated framework illuminates how civic virtues are both socially learned and communally reinforced. It

provides a robust foundation for interpreting the lived experiences of participants and understanding the

The study adopted a qualitative approach. This approach was suitable for this type of study as it allowed the

researcher to communicate with the study participants (Kasonde, 2013). The study used a Phenomenological

case design, which is a method of inquiry that entails an in-depth exploration of the civic virtues using the lived

Purposive sampling was used, and the sample size was between 25, subject to reaching sample saturation from

the Kanyama and Mandevu communities of Lusaka District. In this study, the participants were chosen with the

intention to enrich data on the lived experiences of participants on how to facilitate an enabling environment to

have a complete understanding of the current state of civic virtues in Zambian Societies. The researcher also

used homogeneous sampling in order to gain a deeper understanding of their lived experiences in civic virtues.

Primary data was collected through the use of focus group discussions and oral interviews using an interview

guide. These tools made it easier for the researchers to gather primary data. Data was coded and analysed

thematically. This enabled the researchers to draw well-informed conclusions from the findings, supported by a

The researchers also cross-checked and validated the responses using member checking criteria. To ensure

dependability, the collected data was compared and cross-checked to ensure consistency and reduce the impact

of individual biases. To ensure confirmability, the study detailed each step of the data analysis to ensure that the

findings accurately portrayed the participants’ responses. To ensure transferability of the findings, the study used

a critical case sampling technique to come up with a decisive sample. To ensure the authenticity of the study, the

and extrinsic reinforcement, such as social approval, community recognition, and the tangible benefits of civic