Integrating Administrative Literacy into Social Science Education: A Curriculum Design for Civic Competence in Higher Education.

Abstract

Administrative literacy is increasingly essential for citizens who must navigate public services, legal procedures, digital government platforms, and institutional requirements. However, social science education in higher education often treats administration as a technical subject rather than as a dimension of civic competence. This qualitative study designed and evaluated a curriculum model integrating administrative literacy into social science education to strengthen civic competence among university students. Data were collected through document analysis, semi-structured interviews with 24 participants, focus group discussions with 18 students and 12 lecturers, and classroom observations across three Indonesian universities. Thematic analysis identified four core competency domains: administrative knowledge, procedural skills, critical evaluation, and ethical-participatory action. The proposed curriculum consists of five learning phases: contextual problem identification, document and system analysis, simulated administrative practice, community-based civic project, and reflective assessment. Findings indicate that administrative literacy enhances students’ ability to interpret regulations, complete official procedures, evaluate bureaucratic barriers, and advocate for inclusive public services. The study contributes a transferable curriculum framework for embedding civic competence in social science education.