<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Koukounaras Liagkis, Marios</style></author><author><style face="normal" font="default" size="100%">Michalis Skordoulis</style></author><author><style face="normal" font="default" size="100%">Vasiliki Geronikou</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Measuring competences for democratic culture: teaching human rights through religious education</style></title><secondary-title><style face="normal" font="default" size="100%">Human Rights Education Review.</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.7577/hrer.4487</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><pages><style face="normal" font="default" size="100%">112-135</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;This paper aims to present research on measuring competences for democratic culture. It describes the development of a multiple-item scale that measures competences in teaching democratic citizenship and human rights through religious education. A principal component analysis based on the 135 items of the Council of Europe’s Reference framework of competences for democratic culture was carried out in two phases, in order to construct and refine the scale. The result was a 52-item scale divided into six components. This was tested for its reliability, factor structure and validity; firstly on a sample of 123, and secondly on a sample of 403 secondary RE teachers (2018-19). The research scrutinises the concept of democratic competences as being the ability to mobilise and deploy relevant values, attitudes, skills, knowledge and/or understanding. It concludes that these competences are more complex structures than has been assumed.&lt;/p&gt;</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue></record></records></xml>