Civic Education: A Panacea for Moral Decadence among Learners in Secondary Schools of Lusaka Province in Zambia

This study explored the potential of Civic Education as a solution to moral decadence among secondary school learners in Lusaka Province, Zambia. Grounded in Kohlberg’s Theory of Moral Development, the research examined how individuals progress from basic obedience to complex moral reasoning. The increasing indiscipline and unethical behavior among students have raised serious concerns among parents, teachers, school administrators, and government authorities. Using purposive sampling, 77 participants were selected, and data were thematically analyzed based on the study’s objectives. The findings revealed that although Civic Education is not always effectively taught, it holds significant potential to address moral decline. When implemented properly, the subject can promote ethical behavior, foster moral development, and encourage students to become responsible and informed citizens. Furthermore, the study found that Civic Education serves as a motivational tool that encourages learners to adopt positive values and actively participate in society. It was also observed that Civic Education strengthens students’ self-esteem and moral consciousness, equipping them with the knowledge and skills to engage responsibly in civic life. Based on these findings, the study recommends stronger collaboration between schools and parents to raise awareness of the dangers of moral decadence and prioritize support for learners displaying deviant behavior. It also calls on the Ministry of Education to conduct regular workshops and training programs for Civic Education teachers. Such initiatives would enhance teachers’ skills and improve the effectiveness of Civic Education as a means of fostering moral growth among learners.