This article analyses how citizenship education is prioritised in the Lithuanian education system by examining which topics are emphasised and which remain largely ignored. Drawing on qualitative interviews with citizenship education experts, the study examines expert perceptions of current priorities, silences, and tensions in citizenship education. The analysis is guided by Sant’s (2021) model of three dimensions of citizenship education curriculum: pursuit of truth, community values, and political freedom.
The findings reveal an imbalance between these dimensions. Citizenship education is predominantly oriented towards pursuit of truth (political literacy, legal knowledge), and normatively defined community values, while the themes related to political freedom – such as engagement with controversial public issues, political disagreement, and forms of participation beyond institutionalised frameworks – receive limited attention. As a result, citizenship education in Lithuania tends to be framed as a pedagogical space oriented towards stability and consensus, prioritising knowledge transmission and social cohesion over opportunities for political subject formation.
The article argues that a balanced integration of all three dimensions is crucial for citizenship education that not only informs and socialises learners, but also enables them to develop autonomy, engage with disagreement, and participate meaningfully in democratic life.
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