Want better civic education? Improve college teaching.

The push for stronger civic education in higher education often focuses on curricular reforms or new graduation requirements, but a more fundamental challenge lurks beneath the surface: the quality of teaching itself. As institutions grapple with how to prepare students for informed citizenship, the effectiveness of these efforts may hinge less on what is taught and more on how it is taught. Professors, particularly in disciplines not traditionally aligned with civic education, may lack training in pedagogy that fosters critical engagement with democratic principles. Without institutional support—whether through faculty development programs, course redesign incentives, or recognition of teaching excellence—even the most well-intentioned civic education initiatives risk falling flat. This isn’t just an academic issue; it speaks to a broader crisis in higher education, where teaching is often undervalued compared to research, leaving students ill-equipped to navigate an increasingly polarized and complex civic landscape. The problem is compounded by the fact that many faculty members enter academia without formal instruction in teaching methods, let alone civic education strategies. While some disciplines, like political science or history, have long incorporated civic themes, others—such as STEM fields or professional programs—may treat civic learning as an afterthought. Even when professors want to integrate these topics, they may struggle with how to do so meaningfully without sacrificing core content. Institutions, meanwhile, have historically rewarded scholarship over classroom innovation, creating disincentives for professors to prioritize teaching. Without structural changes—such as tenure and promotion criteria that value high-impact teaching, or grants for course development—civic education will remain an add-on rather than a core competency. Looking ahead, the success of civic education efforts may depend on whether institutions treat teaching as a skill to be cultivated, not just a duty to be fulfilled. Will universities invest in faculty training? Will they create pathways for interdisciplinary collaboration on civic learning? Or will civic education continue to be sidelined in favor of more traditional academic priorities? The answers could determine whether higher education truly equips students to be active, informed participants in democracy—or whether it merely pays lip service to the idea.