The purpose of this study is to determine what changes the experience of participating in village education community activities bring to the youth’s democratic citizenship consciousness and to draw implications thereof. Accordingly, the cases related to democratic citizenship change in the process of youth participation were examined.
Subsequently, the concepts related to democratic citizenship were extracted and classified. The study’s primary findings were as follows: first, spontaneity and initiative were the driving forces of youth activities in the village education community. This became more evident when the village members actively supported the activities. The results further revealed a space for youth to perform various activities was important.
Furthermore, administrative support such as the enactment of ordinances to vitalize the village education community, and ensure youth policy activities was imperative. Second, the youth who actively participated in the activities of the village education community personally internalized basic democratic values and ideologies. Socially, they became democratic citizens who cooperated with each other through positive interactions with others and solved life problems. Consequently, youth-led village education community activities proved to be a virtuous cycle system that could achieve the goal of fostering democratic citizens. Consequently, it is imperative to give youth who have consistently carried out village-based project activities the authority to participate in the decision-making process of the village to collect opinions and make decisions as well as to provide a place for policy activities so as to ensure practical democratic citizens are fostered. Furthermore, for the village itself to be realized as a real living learning ground, for democracy, it is crucial for adults to offer their support as facilitators so that youth can lead the entire process of planning, implementation, and reflection of village education community projects.