SQUARE DCCEC EU Citizenship Education Module / Toolkit
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Assessment

EU citizenship in 100 questions

Needs analysis and self-assessment. The items follow the five citizenship pillars and the education programme. Short set 5, core 25, full field set 100.

Name, surname, e-mail and phone are not asked. Answers are stored anonymously. The IP address is not kept in clear text.

What this page is

Needs analysis and self-assessment. Each sentence is a 1–5 Likert item. Short set 5, core 25, full field set 100.

Who uses it

Young people aged 14–18 and the trainer who runs the session. Used before or after training.

How to use it

Pick a set above. Mark how far you agree with each sentence. Submit to save the average anonymously. The same network may send this set once in 24 hours.

Short (5) Core (25) Full set (100)

Theme

Rights

EU citizenship and national citizenship, free movement, the ban on discrimination, petition and Erasmus+ access.

1. I can describe, in my own words, the main rights that EU citizenship confers; I count free movement, the ban on discrimination and the right of petition among them.
2. I can explain, with a concrete example, that free movement under EU citizenship means the chance to live, work or study in a member state.
3. I know that the ban on discrimination does not accept leaving a young person out because of age, sex, disability, origin or belief.
4. I can explain that an EU citizen may receive consular protection from another member state in a third country where their own state is not represented.
5. If I think a right has been breached, I know I can first turn to a trusted adult or institution, and that a petition route also exists at European level.
6. I distinguish EU citizenship from national citizenship; I know the former rests on citizenship of a member state.
7. I can say that voting for the European Parliament and local representation depend on age, and which of these is not yet open at my age.
8. I see the right to petition the European Parliament as a written route to the institutions, and I can describe that route.
9. I treat Erasmus+ youth and learning opportunities as an accessible European learning path, not a privilege for a chosen few.
10. I can explain at least one EU citizenship right, in my own words, to my family or to an adult sitting with me.

Theme

Institutions

The European Parliament, the Commission, the Council, the member states, the National Agency and Hatay Governorship’s coordination.

11. I can say that the European Parliament represents the citizens of the Union and has a role in law-making and oversight.
12. I do not confuse the Commission’s role in proposing and carrying out policy with the Council’s role in representing the member states.
13. I roughly know how many member states the European Union has, and I distinguish that not every European country is a member.
14. I know the euro is not the mandatory currency in every member state; some member states keep their own currency.
15. I can give an example from my own life of an EU decision touching food, travel, a digital service or the environment.
16. I know that, for Erasmus+ applications, the National Agency is the body that runs the programme in the country.
17. From the Hatay example I can see that a local authority or a governorship may coordinate an EU-supported project.
18. I can describe, at a basic level, that an EU directive is a shared rule that member states transpose into their own law.
19. I know that Hatay Governorship coordinates this Erasmus+ work and that the education-kit work package (PR3) sits with this institution.
20. I recognise that this work is an Erasmus+ youth partnership (KA220-YOU) and that partners from five countries walk the same education programme.

Theme

Social citizenship

Social welfare, security, services and policy; equal access, post-disaster support and a local institution.

21. I can illustrate social security as a rights framework that does not leave a person alone in illness, unemployment or disaster.
22. I defend equal access to education as a social right, not a privilege.
23. I recognise my disabled peer’s right to take part in production, education and social life, and I know this right can take shape in a local centre.
24. I see post-disaster solidarity, shelter and psychosocial support as part of social citizenship.
25. I treat access to health care as a citizenship issue, not only a matter of what a family can afford.
26. I notice that poverty or disadvantage can cut a young person’s access to school, the club or the digital space.
27. I count gender equality among social rights; I do not accept a young person being left out on that ground.
28. I defend a migrant or displaced peer’s access to education and social services.
29. I can hold a short, respectful conversation about my family’s or a relative’s social rights (education, health, support).
30. I can name a social-service institution or a solidarity structure where I live.

Theme

Digital citizenship

Not a mere user: identity, footprint, personal data, cyberbullying and device rules.

31. I know digital citizenship is not merely using an app; it also covers rights, duties and Europe’s shared democratic values.
32. I manage my digital identity on purpose and keep it distinct from a screen profile; I treat the data I share as something that represents me.
33. I know my digital footprint can last, and that a post may still be seen later.
34. I use a strong password and, where I can, I switch on two-factor authentication (2FA).
35. I do not share another person’s photo, video or personal information without their consent.
36. In cyberbullying I know not to harm a peer, not to stay a bystander, and to tell a trusted adult.
37. I know the EU’s personal-data rules (GDPR) give a protection language that also covers young people’s data, and that consent and purpose limits matter.
38. I check the permissions an app asks for (location, microphone, contacts) and I switch off what is not needed.
39. I recognise online hate speech as words that target a person because of origin, belief, sex or disability.
40. I can talk about device and screen rules at home or in a boarding setting with my family or the person who cares for me.

Theme

Media literacy

Source, disinformation, headline–text fit, verification and responsible sharing.

41. Before I share a news item or a claim, I check who the source is and whether it has been confirmed elsewhere.
42. I separate misinformation (spread by mistake), disinformation (meant to mislead) and information used to cause harm.
43. I check that the headline matches the article; I do not share on the headline alone.
44. I try to check a doubtful image with a reverse search or a second source.
45. I do not trust a single account or a single site; I look for at least one second source.
46. I resist content built only to raise anger or fear, and I do not share it at once.
47. I do not quote an artificial-intelligence text or image as fact without checking it.
48. I distinguish advertising, sponsored content and news.
49. I can scan a claim with a short verification list (source, date, evidence, context).
50. In class or in the club I can check a claim together and say “true”, “false”, or “not sure yet — we do not share”.

Theme

Economy

Consumer rights, misleading advertising, repair and return, circular economy and social enterprise.

51. I can explain my basic consumer rights (accurate information, return, not being misled) with a daily shopping example.
52. I recognise misleading advertising as a gap between what a product promises and what it actually offers.
53. I care about the right to repair and to return; I know I am not obliged to throw a broken product away at once.
54. I can illustrate the circular economy as a way of producing and consuming that cuts waste and reuses material.
55. I do not treat young people’s labour as cheap or unpaid; I see labour as a matter of rights and respect.
56. I separate social enterprise from a business set up only for profit; I can say that it answers a social need.
57. I can draw, in simple steps, a product’s chain from raw material to the shelf.
58. I take waste-to-value (repair, upcycling) seriously and I can try it in a school or club task.
59. In a digital payment or an online purchase I check the seller, the amount and the personal data I give.
60. I treat a school company, a project market or a social-enterprise task as citizenship learning.

Theme

Culture

Shared European culture, the right to take part in cultural life, the five shared elements and the club showcase.

61. I can name at least one element of European common culture (a game, folk dance, music, a craft or shadow play).
62. I can present my own culture without humiliating it or looking down on someone else’s.
63. I respect a song or a story in another language; I do not treat it as worthless because I do not understand it.
64. I know that taking part in cultural life is a right; a museum, a workshop or a club stage is not only for the “talented”.
65. I recognise the labour behind a work of art or a craft; I do not treat an unauthorised copy as that labour.
66. I treat games, folk dance, music, crafts and shadow play as the shared European cultural elements listed in the application.
67. In a museum or a cultural venue I do not see myself only as a tourist; I can be a citizen who learns and takes part.
68. I see translation and plain language as hospitality; a language barrier should not leave a young person out.
69. I can listen to a family recipe or a household object and write it down as a culture document.
70. I believe I could place one element from my own place in the European Youth and Culture Club showcase.

Theme

Environment

A local environmental issue, the European Green Deal, the 2050 climate-law horizon, waste and a just transition.

71. I can name an environmental problem where I live (waste, water, air, green space).
72. I have heard that the European Green Deal keeps climate and resource use in the same European strategy.
73. I sort waste at home or at school; I do not treat the recycling bin as someone else’s job.
74. I think a consumption choice of mine can weaken the environmental rights of a young person somewhere else.
75. I have heard of the European Climate Law’s 2050 climate-neutrality horizon, and I know this is a long-term aim.
76. I link the circular economy to environmental rights: less waste, fairer use of resources.
77. I take part in a school-garden task, a waste-point visit or a small field action.
78. I can see that a just transition means climate policy should not leave some regions or jobs alone.
79. On a field visit I can keep a short observation note; I do not turn what I see into an invented figure.
80. I bring one measurement or observation to the club green watch — for example a waste point or a use of water.

Theme

Democracy

More than elections: petition, the European Citizens’ Initiative, NGOs, accountability and the club statute.

81. I know democracy is not only voting on election day; it also covers debate, participation and asking for accounts.
82. I think a minority view should be protected within the pluralism and human dignity of Article 2 of the Treaty on European Union.
83. I recognise that civil-society organisations can teach democratic and social citizenship beyond the school.
84. I can take the floor in a school council, in class or in the European Youth and Culture Club.
85. I see that digital participation can carry my voice and can also carry risks of manipulation and exclusion.
86. I defend government accountability as both a citizenship right and a duty.
87. I think hate speech and false information weaken public debate and democracy.
88. I can draft a short petition or a European Citizens’ Initiative idea as one problem and one request.
89. I can propose an article for the club statute on a small monthly civic action.
90. I can discuss a public issue with my family or an adult sitting with me, without shouting.

Theme

Opportunities

Erasmus+ youth, volunteering, the European Youth and Culture Club, badges and partnership.

91. I have heard of Erasmus+ youth opportunities (learning, exchange, volunteering) and I can ask for whom they are open.
92. I see volunteering as a path of learning and participation, not spare time.
93. I know this project has a mobile-application work package (PR2) and that digital learning content can also travel that way.
94. I recognise the European Youth and Culture Club (PR1) as a structure where young people carry rights and culture work.
95. I think a digital badge can be used to evidence a session or a competence.
96. I want to cooperate with a peer from the five partner countries (Türkiye, the Netherlands, Finland, Portugal, North Macedonia).
97. I defend that disadvantage should not cut access to travel or to a learning opportunity.
98. I see English or another shared language as a bridge in joint work; I know Europe is not one language.
99. I know I can use the project’s official website as a door to open educational resources (OER).
100. I can explain this education kit to another trainer or peer in one sentence on the aim, rights and duties, and the digital citizen.