2024 marks a turning point for the civic education of young people in Romania. In an increasingly connected European context, skills such as critical thinking, leadership and collaboration are becoming indispensable for shaping active citizens, able to have a positive influence on their communities.

European initiatives such as the REINFORCE or Understanding Change projects show that young people who acquire these skills become more engaged citizens, able to assess credible sources, contribute to informed political debate and take an active part in social change.

A recent study we conducted shows that 78% of Romanian students have the potential to become active citizens, with the right guidance to develop the essential transversal skills. The same study shows that only 17% of young people are already actively involved in community initiatives, while 5% remain outside any process of civic engagement.

Working with more than 1,500 students in Romania from 2017 to the present, we have actively contributed to developing this set of skills in students competing for admission to top universities abroad. Through our admissions tests and personalised mentoring programmes, we assess and develop the essential skills (considered transversal skills) that turn students not only into successful candidates for top international universities, but also into active and responsible citizens.

The breakdown of Romanian young people from the perspective of essential skills

The study carried out a survey on a sample of 578 high school students in the 11th and 12th grades who wish to apply for studies abroad and who currently attend various high schools in Romania, of whom 60% study in private high schools and 40% in public ones. This study reveals how Romanian young people are distributed in terms of civic engagement and the skills they need:

• 78% have the potential to become active citizens, but need additional guidance to develop essential transversal skills such as critical thinking, adaptability, leadership and communication.
• 17% are already actively involved and demonstrate solid leadership and critical thinking skills.
• 5% have no foundation for developing transversal skills and are not involved in community initiatives, which highlights the urgent need for educational intervention and guidance to unlock their potential.

This data underlines the need to create an educational framework that gives young people the tools they need to be civically engaged.

Insight from the study: the essential skills Romanian young people lack

The Upgrade Education study shows that Romanian students need the following skills in order to become active citizens:

• Critical thinking: This is the necessary foundation for analysing social problems, debating complex ideas and forming coherent opinions. Without this skill, young people cannot effectively identify and address the problems of their community or of society, which limits their impact on civic or political decision-making.
• Social skills (soft skills): Leadership, communication and networking are indispensable for mobilising communities and collaborating effectively in civic initiatives. A lack of these skills limits young people's ability to take an active part in social projects or in non-governmental organisations.
• Involvement in relevant extracurricular activities such as civic projects, volunteering or social campaigns demonstrates young people's commitment to their community. A strong extracurricular profile reflects active participation and the desire to contribute to social change, elements that are essential to civic spirit.
• Mathematical reasoning and problem-solving: This skill is crucial for understanding and analysing social, economic or political data and for finding practical solutions to complex problems. Without logical reasoning and structured approaches, young people cannot contribute effectively to designing and implementing public policy.

By developing these meta-skills, Romanian students can become active citizens, able to have a positive influence on their communities.

, explains Tinu Bosinceanu, founder of Upgrade Education.

How we assessed students' essential skills

We created an extensive questionnaire, designed to assess four key dimensions that are essential in the admissions process at prestigious universities, but also for civic engagement:

1. Language skills and critical analysis, We assess students' ability to understand and interpret complex texts through comprehension questions based on academic passages.
2. Mathematical reasoning and problem-solving, This section tests logical and analytical thinking using a variety of problems, from inequalities to probabilities and linear equations. These skills are essential for standardised exams such as the SAT.
3. Critical thinking and logical reasoning, We present students with complex situations that require deep analysis and well-founded decision-making. For example, we assess how they identify the assumptions in an argument about funding public education.
4. Interpersonal and intrapersonal skills, This section includes situational judgement scenarios, through which we measure leadership, collaboration and adaptability. Scenarios such as managing a conflict within a team or supporting a less involved colleague give us clues about students' social skills.

Understanding civic skills: a systematic analysis

As the basis of this study, we carried out an analysis of academic research on the definition of civic skills in order to test them in the study we conducted.

A review of the specialist literature shows that there is no clear consensus on the exact definition of civic skills.

Nevertheless, there are descriptions that highlight the importance of a set of skills, even if their distribution varies significantly. Academics often discuss civic skills as being essential to becoming effective citizens in political participation. Sometimes these skills are reduced to the competencies needed in order to vote. Voter turnout is often considered the only indicator of civic engagement, while civic commitment is represented by students' knowledge in the field of social studies.

Civic skills also include intellectual and participatory competencies, such as analysing, evaluating, interacting and observing. One of the fundamental aims of civic education, which seeks to develop these skills in students, is to create "competent and responsible citizens" who are "concerned with the rights and well-being of others", "socially responsible" and willing to listen to alternative perspectives.

Civic skills defined in the literature, in chronological order

The table below offers an overview of how civic skills have been defined over time, according to the specialist literature. These skills, essential for active participation in democratic life, range from communication and collaboration competencies to critical thinking and decision-making.

Each author highlights different aspects of civic development, underlining the importance of practical skills such as conflict resolution, teamwork and information analysis. The table brings together the contributions of leading researchers, providing a foundation for understanding the diversity and relevance of these skills in education for citizenship.

Young people in Romania: from indifference to engagement in politics

For young people in Romania to move from indifference to active engagement in politics, it is essential to place the emphasis on education and information from credible and relevant sources, which represent the first steps towards increasing their interest. These elements can turn an attitude of indifference into one of civic responsibility.

Through participation in civic projects, public debates and volunteering initiatives, young people can experience the concrete impact of their involvement. The process begins with education for active citizenship and continues with promoting voter turnout and community engagement. Generation Z must not merely witness change, but must contribute actively to it.

, says Tinu Bosinceanu, founder of Upgrade Education.

Romania, from Brain Drain to Brain Gain

The growing number of students who choose to study internationally raises the question: what effect will this trend have on Romania?

55% of Romanian students who go abroad to study do not intend to return to the country after graduation. Access to international networking, well-paid jobs and more dynamic labour markets are decisive factors in staying in the destination countries.

On the other hand, the graduates who choose to return to Romania bring with them transversal skills, expertise and fresh perspectives.

International education has the power to transform Romania. Those who return create a new generation of leaders with a global vision, ready to bring change to their communities, says Tinu Bosinceanu, founder of Upgrade Education and a Harvard graduate.

We have seen how international education gives young Romanians a clear projection of their potential. Those who are guided correctly not only succeed in getting into top universities, but also develop transversal skills that make them correctly informed citizens who are engaged in society, adds Tinu Bosinceanu.

We have numerous examples of young people who, after completing their studies abroad, choose to return to Romania and contribute to the country's development.

Examples of young people who returned to Romania to make a difference

A growing number of graduates of Upgrade Education's programmes choose to return to Romania after completing their studies abroad. A large part of the Upgrade Education team is among them, following the example of Tinu Bosinceanu, the company's founder, who directed his efforts towards developing the local market after finishing his studies at Harvard. The young people who return to Romania share a desire to contribute to educational progress in Romania, bringing their international expertise to the benefit of young people in the country.

Tana, a graduate of the University of Pennsylvania, dedicated her years of study to personal development and to involvement in the university community. With a degree in cognitive science and a certificate in consumer psychology, she served as president of three student associations. Today, she coordinates a team of more than 150 mentors and manages the portfolio of more than 99 courses at Upgrade Education, drawing on her global experience.

Erik, a graduate of the London School of Economics (LSE), where he earned a double specialisation in Law and Anthropology, excelled in leadership as president of the Waterpolo Society and as a scholar of the Kadas Excellence programme. After working at renowned law firms such as Hogan Lovells and Clifford Chance, Erik currently leads Upgrade Education's sales team, helping to widen access to quality education for Romanian students.

Tana Cuturela and Erik Birinyi represent not only the impact of international education, but also Generation Z's potential to transform Romania. Both studied at top universities and now contribute actively to developing significant local projects.

Tana and Erik show that Generation Z has the power to turn challenges into opportunities and to make a real impact in Romania, says Tinu Bosinceanu, founder of Upgrade Education. Through their example, they inspire young people to see global education as a means of making a difference at home.

Their model shows that an education at top universities opens doors to successful careers and offers the chance to make a real difference in communities. Upgrade Education maintains its commitment to making the most of young people's potential through free strategy sessions and free assessment of the essential transversal skills, offering personalised guidance both for access to international education and for success in local communities.

With the right support, Romania can turn the Brain Drain phenomenon into a Brain Gain, building a future based on global skills and active civic engagement, says Tinu Bosinceanu.

List of bibliographic references

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