Democratic Engagement in EducationThe role of Student parliaments in Promoting human rightsin Iraqi Public Schools
Fereydoon Rahmani (PhD); Department of Equity Studies, Faculty of Liberal Arts &
Professional Studies, York University, Canada
Omar Hama Ahmed (PhD); Department of Educational and psychological Counseling, College
of Education, University of Sulaimani, Sulaimaniya, 46001, Iraq
Abas Ahmadi (PhD);
Faculty of Education, Department of Education and Psychology, Koya University, KOY45,
Koya, Kurdistan Region, Iraq
Zanyar Maqsud rahman (PhD student);
Salahaddin University-Ebil, Colleges of Arts, Department of sociology
Paewast Rahman Maulud
Faculty of Education, Department of Education and Psychology, Koya University, KOY45,
Koya, Kurdistan Region, Iraq
Paewast.rahman@gmail.comSynopsis
Student parliaments serve as platforms for fostering democratic engagement, leadership, and civic
responsibility among students. This study explores the role of student parliaments in promoting human
rights within Iraqi public schools including Kurdistan Region. Drawing upon historical context, theoretical
frameworks, and empirical data, the research evaluates the contribution of student governance to human
rights awareness and advocacy. Employing a quantitative methodology, data were collected from 200
school administrators, teachers, and counselors across five Iraqi governorates. The findings reveal a robust
correlation between participation in student parliament and human rights awareness, with human rights
education emerging as a mediating factor. The study highlights the imperative of embedding democratic
practices within educational institutions to nurture responsible citizenship and facilitate long-term social
transformation.
Keywords: Student Parliament, Human Rights, Student Voice, Children’s Rights, Education, Kurdistan
Region, Iraq
Introduction
The concept of student governance has evolved significantly over the centuries, with student parliaments
emerging as critical mechanisms for fostering democratic participation in schools. The origins of student
parliaments, or student councils, trace back to early forms of student self-governance and advocacy that
emerged within medieval European universities, notably in Bologna and Paris. In these institutions, students
organized into collectives called “nations,” typically formed around shared regional identities. These groups
elected representatives tasked with negotiating student rights, managing academic grievances, and liaising
with university authorities. While not formally termed “parliaments”, these early structures laid the
foundation for student representation and collective agency. By the 19th and early 20th centuries, student
governance had become more formalized, reflecting the global ascendency of democratic principles. In
Germany, the Schülervertretung (student representation) system was introduced in the 1920s, enabling
secondary school students to participate in school governance. Parallel developments in the United Statessaw the establishment of student government associations in both secondary and postsecondary institutions,
designed to instill civic responsibility and political engagement.
Student parliaments have increasingly become integral, institutionalized components of educational
systems globally, often emulating governmental frameworks through elected representatives and structured
committees. Mirroring governmental structures, these bodies feature elected representatives and structured
committees, engaging in critical policy deliberations related to equity, mental health, and institutional
reform. This transformation reflects an acknowledgment of students as essential stakeholders in shaping
educational ecosystems, aligning with modern pedagogical frameworks that emphasize learner-centered
approaches, critical inquiry, and democratic engagement, as championed by educational theorists like John
Dewey1 (1859-1952).
The United Nations’ Global Education First Initiative affirms this broader educational mandate,
emphasizing that literacy and numeracy alone are insufficient; education must assume a central role in
fostering societies that are just, peaceful, and inclusive. The initiative advocates for global citizenship
education to instill the understanding, competencies, and ethical foundations required for collaborative
engagement with the complex, interconnected challenges of the 21st century—such as climate change,
conflict, and social equity. Such educational outcomes not only prepare students for civic life but also equip
them with the essential skills needed for the evolving demands of a globalized workforce. UNESCO’s
emphasis on global citizenship reaffirms “the vision, enshrined in UNESCO’s Constitution, that education
is the single most powerful means to promote peace, human rights, democratic values and sustainable
development.”2
This study investigates the role of student parliaments in promoting human rights within Iraqi public
schools. Despite the region’s historical challenges in youth participation, recent initiatives by international
organizations and local policymakers have sought to integrate democratic governance into educational
institutions. Through a quantitative analysis, this research examines the extent to which student parliaments
contribute to human rights awareness and advocacy in Iraq.
Literature Review
A student parliament within schools represents a strategic approach to fostering democratic engagement,
leadership skills, and a sense of responsibility among students. Democratic participation in educational
settings entails involving students in decision-making processes and cultivating an early sense of civic
responsibility. This participatory approach can be facilitated through mechanisms such as student
1 Ryan, A. (1995). John Dewey and the high tide of American liberalism. W.W. Norton.
2 UNESCO. (2012). Education First: The United Nations Secretary General’s Initiative on
Educationgovernment, classroom discussions and debates, school elections, participatory budgeting, service-learning
projects, student-led clubs and organizations, formal feedback mechanisms, civic education, peer mediation
programs, and collaboration with local government entities. Fostering democratic involvement within
schools not only prepares students to become informed and engaged citizens but also contributes to an
inclusive and respectful school climate where all students feel their perspectives are valued. Rabije Murati
(2014) from the State University of Tetova suggests that the Republic of Macedonia should legally regulate
the establishment and operation of student parliaments, including in elementary schools. Student
parliaments, as democratic institutions, would foster early engagement in democratic practices, contributing
to a more developed and democratic society and promoting democratic relations among individuals. Today,
student parliaments are institutionalized across various educational systems, serving as a bridge between
students and school authorities while promoting civic responsibility and engagement (Murati, 2014).
Researchers focused on student voice and agency in education, emphasize the critical importance of a
rights-based approach to student involvement in decision-making and learning, grounded in the principles
of student voice. According to Domnall Fleming (2015), student voice in Irish education—shaped by a
rights-based framework from the UNCRC—seeks to engage students in decision-making, learning, and
democratic citizenship through student councils. However, Fleming argues that its implementation is often
limited by school authority structures, curriculum demands, and a performance-oriented agenda, reducing
it to a largely tokenistic exercise. Although school self-evaluation policies have introduced some focus on
student voice, their prioritization of school improvement restricts authentic, inclusive engagement, leaving
the concept of student voice in Irish education in need of further examination and clarification3
.
The principle of democratic involvement in schools is rooted in the recognition that students, as young
members of society, possess the right to be heard and to engage actively in decisions impacting their lives.
This perspective aligns with core tenets of international human rights frameworks (Griebler and Nowak,
2012).
Scholars question whether the relentless cycle of educational reforms imposed by abundant authorities has
truly addressed the persistent issues in education: “If the constant barrage of change and reform in
education, directed by successive governments, has not succeeded in resolving many of the pervasive
problems in education, then where else can we look to find solutions?” (Flutter & Ruddock, 2004, p. 2). To
seek effective remedies, they delve into the classroom itself, aiming to “explore teaching and learning
through the eyes of those most closely involved – teachers and young learners” (ibid.).
The Canadian Foundation for Children and Youths similarly advocates for a justice system in Canada that
is more accessible and child centric. The Foundation emphasizes that, for children to feel comfortable and
3 Fleming, D., 2015. Student voice: An emerging discourse in Irish education policy. International electronic journal
of elementary education, 8(2), pp.223-242.trust the legal system, courts and tribunals must center their needs. It states, “Before children can effectively
assert their views and wishes, they must have a right to information about themselves and their families and
the issues that are important to them, and they must be fully informed about the legal process that affects
them.”4
The notion of children’s and youth’s rights to participate in educational decisions was initially raised by the
‘student power’ movement in the 1960s (Levin, 2000). However, this perception gained widespread
international attention and scholarly engagement following the adoption of the United Nations Convention
on the Rights of the Child (UNCRC) in 1989. Central to the UNCRC is Article 12, which affirms the rights
of every child to express their views freely in all matters affecting them, with appropriate consideration
given to the child’s age and maturity. Specifically, Article 12 states:
“1. States Parties shall assure to the child who is capable of forming his or her own views the right to express
those views freely in all matters affecting the child, the views of the child being given due weight in
accordance with the age and maturity of the child.
2. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and
administrative proceedings affecting the child, either directly, or through a representative or an appropriate
body, in a manner consistent with the procedural rules of national law.
” (United Nations, 1989, Article 12)5
This provision underscores the fundamental principle that children have the right to express their views,
feelings and wishes in all contexts that affect them, including legal proceedings, housing decisions, and
their everyday domestic lives. Flutter and Ruddock (2004) extensively discuss the significance of two key
initiatives of “pupils’ consultation” and “pupils’ participation” for any thriving educational system. They
trust such initiatives create not only a focused dialogue about teaching and learning, but also helps the
school authorities to develop new directions for development.
In the wake of the UNCRC’s adoption, Germany undertook significant steps to institutionalize a
comprehensive monitoring framework to support international comparison, assess national progress, and
evaluate the effectiveness of child-centred policy measures. In 2019, Germany introduced the first
Children’s Rights Index (Kinderrechte-Index für Deutschland), using data from 2018 to offer a quantitative
assessment of children’s rights. Within the domain of the “right to education,” the index emphasizes
equitable access to education and the promotion of equal opportunities for all children, reaffirming the
4 Canadian Foundation for Children and Youth: Children’s Right to be Heard in Canadian Judicial and Administrative
Proceedings.
content/uploads/2013/10/UNDiscussionPaper.pdf&ved=2ahUKEwjejKyAj9uJAxWJMlkFHbVqO0IQFno
ECCIQAQ&usg=AOvVaw3AQQ4sDfFo1g7EjZOepJ_q
5 United Nation. (1989). Convention on the Rights of the Child.principle of non-discrimination6
. Central to this commitment is the integration of children’s active
participation in all aspects of the educational process and decision-making.
Furthermore, the concept of the “teachable moment,” introduced in 1952 by American educational theorist
Robert James Havighurst, has continued to shape pedagogical discourse and policy globally. In this context,
programs such as Student Vote have been implemented by various states and progressive institutions to
foster democratic engagement among young learners, allowing them to actively experience civic processes
and responsibilities.7 These initiatives foster the habits of informed and active citizenship, bridging real-
life events with school life to create a more dynamic educational experience. By doing so, students are
encouraged to become well-informed, energetic, and effective members of society, as well as vigilant
citizens. Campaigns like Student Vote or Student Vote Day not only cultivate new generations of
independent, responsible, and socially conscious individuals but also bring democracy and citizenship
education directly into the classroom.
The socio-cultural environment also plays a vital role in the cognitive and personal development of children
and youth. However, the mechanisms through which such impacts are realized can vary across different
communities. A more engaging, enlightening, and interactive educational environment prepares learners to
achieve greater success. This is consistent with the theories of many cognitive psychologists, including Lev
Semyonovich Vygotsky (1896–1934). Vygotsky emphasized the importance of social interaction in
learning, highlighting the concept of the “zone of proximal development” (ZPD), where more
knowledgeable others—such as teachers, peers, or mentors—guide learners to bridge gaps in their
understanding. Through social dialogue and collaborative sense-making, students gradually develop
problem-solving skills and the ability to perform tasks independently. This process not only enhances their
educational outcomes but also equips them to assume more active and decisive roles within their
communities. Ultimately, these experiences help students grow into competent, efficient individuals who
contribute meaningfully to society8
.
The situation of educational system in Iraq and majority of the Middle Eastern countries has not been so
promising at least at the turn of the second millennium. The region’s educational mandate has been best
focusing on students’ literacy and numeracy, while many countries have not been even successful in
fulfilling the same. Although youth and adolescents make up the largest share of the population (more than
a quarter of the total population) among Middle Eastern countries, in most cases, the widespread neglect of
policymakers and government officials has deprived these generational groups of participation in even basic
educational and administrative decision-making in their school environment. Furthermore, “with nearly
6Roth, R. (2021). Junge Menschen und ihre Rechte. Aktion Courage e.V., Berlin. ISBN 978-3-933247-78-0
7 Havighurst, R. J. (1953). Human development and education. Longmans, Green.
8 Yasnitsky, A. (2018). Vygotsky: An Intellectual Biography (1st ed.). Routledge.
https://doi.org/10.4324/978131575150439% of Middle Eastern youth living in areas of prolonged conflict, health challenges related to malnutrition,
mental health stress and others are on the rise9.”
In recent decades, the world has witnessed widespread and sustained protests by young people and
adolescents in Middle Eastern countries to end deprivation, and alienation, achieve some basic rights, and
participate in decision-making. It is even said that the uprisings known as Arab Spring, underlined millions
of young generations’ exclusion and deep marginalization who were structurally denied any socio-political
and economic rights. The region’s adolescent and youth were rarely seen as significant enough to be
considered to take part on even minor school affairs which affect their personal lives. During the Woman,
Life, Freedom (WLF) Movement in Iran as many as more than 1500 young soles, majority of which were
teenage girls became the brutal target of Iranian clerical regime. These young generations took on the streets
requesting their fair share of deciding-making, policy design, and fundamental democratic rights. Sadly,
not many countries have taken strides to address such indispensable issue.
Since 1999, United Nations Relief and Works Agency (UNRWA) has begun diverse programmes in many
regions within the Middle East and Africa to deal with pupils’ educational development, helping students
to get actively involve in school management and training. Parts of the programme involves promoting non-
violence, healthy communication skills, peaceful conflict-resolution, human rights, tolerance, and good
citizenship. “In May 2012, the Agency endorsed its new Human Rights, Conflict Resolution and Tolerance
(HRCRT) Policy to further strengthen human rights education in UNRWA10
.” It provided toolkits for the
schools’ managing staffs and teachers with diverse tools and measures, such as 40 child-friendly activities
that would develop the knowledge, skills, and attitudes of students towards a culture of human rights.
Practicing the student parliaments in schooling systems worked as key vehicle for the promotion of respect
for rights, democratic practices, and tolerance. In conflict driven region like Gaza school parliament
projects facilitated organizing human rights related activities, resolving conflicts between students,
arranging field trips, inviting guest speakers, and representing students in dealing with school
administration. On 10 December 2004, the General Assembly of the United Nations announced the World
Programme for Human Rights Education to advance the implementation of human rights education
programmes in diverse sectors. It’s first phase (2005-2009) was planned to start the primary and secondary
school systems. The school parliament activities are compiled in booklets (Good Practices Booklet) which
provides an easy read summary of diverse activities undertaken by School parliaments, guidelines, ideas
and success stories to help other schools benefit from in shaping a culture of human rights education.
9 Ostby, Gudrun; Siri Aas Rustad & Kristine Helskog (2023) Children Affected by Armed Conflict, 1990–
2022, Conflict Trends, 8. Oslo: The Peace Research Institute Oslo (PRIO).
10 UNRWA. (2023). human rights, conflict resolution, and tolerance education.United Nations Human Development (UNDP) office has dedicated its 2016 Arab Human Development
Report to youth empowerment. The report “calls upon Arab countries to invest in their young people and
empower them to engage in the development process as an urgent and critical priority in its own right and
prerequisite to achieving sustainable development—a call that is particularly timely as Arab countries
embark on formulating their plans to meet the goals of the Sustainable Development Agenda 2030. The
report also calls for a youth-oriented development model that focuses simultaneously on building young
people’s capabilities and expanding opportunities available to them, considering the achievement of peace
and security at national and regional levels as a prerequisite for a future fit for youth11
”
.
In the recent years, the British Council has initiated an extensive field research project in many countries
around the globe, including Iraq to measure the current challenges and issues faced by the young
generations, and explore means how they could be supported to play their role in the society. Through
research, “Next Generation” initiatives try to gather data to explore youth attitudes and aspirations, amplify
youth voice, and support better youth policymaking. The project consulted 1300 young Iraqis aged 18-30
years residing in 3 regions of the country. The findings reveal that the Iraqi youth wish for their country’s
intense socio-political reform and eagerly yearn to engage with civic and decision-making participation,
advocating for policy engagement, and actively get involved in shaping their future and destiny. One
primary starting point in any education system is encouraging kids to engage in school councils and student
parliaments. For this purpose, the British Council's initiated this year the "Whole School Approach to
Human Rights" project, which is implemented in various Iraqi provinces for the second year in a row. This
program is dedicated to the advancement of human rights in the formal education system, specifically in
schools. The initiative has been implemented in 50 public schools across Iraqi regions, with the purpose of
building an environment of respect and commitment to human rights. The formation of student parliaments,
which strive to increase student participation in school governance and leadership, is an important
component of this effort.
The implementation of student parliaments as a mechanism for student participation in decision-making is
a relatively recent development. While some countries have already integrated student parliaments into
their educational systems, further research is essential to assess their effectiveness from the perspectives of
principals, assistant principals, teachers, counselors, and other educators.
11United Nations. (2016). Arab Human Development Report 2016: Youth and the prospects for human development
in changing reality. Unite Nations, New York
https://www.refworld.org/reference/regionalreport/undp/2016/en/114073Existing studies indicate that student parliaments offer multiple benefits. For instance, members engage
collaboratively with advisors and peers, fostering teamwork and collective problem-solving (Quinn &
Owen, 2016). Participation in student parliament also enhances students’ communication, negotiation,
active listening, and facilitation skills, as well as their ability to delegate responsibilities effectively.
Furthermore, student leaders engage in dialogue, discussion, and debate to determine appropriate solutions
to challenges. This process not only strengthens their critical thinking and reasoning skills but also
encourages reflective evaluation of past decisions to refine strategies or develop innovative solutions
(Lodge, 2008). For these students being a part of the leadership program, has been beneficial not only to
their school connectedness, but also to their sense of self-esteem and civic efficacy (Mitra & Serriere, 2012).
Participants who were members of the leadership program felt a sense of belonging to their school
community and believed they can make a difference to it. Numerous scholarly works (Klem & Connell,
2004; Mansfield, Welton, & Halx, 2012; Mitra, 2007) prove far-reaching remunerations in promoting
student voice, including increasing students’ self-concept and leadership capabilities, while strengthening
ties between students and school community, making schools more responsive to foundational needs of the
students. Klem & Connell (2004) are gone steps further and noting that promoting student voice also
improves students’ academic performance.
Methodology
This study employed a quantitative research design to assess the impact of student parliaments on human
rights promotion in Iraqi public schools during the academic year 2023-2024. The research was conducted
across five governorates in Kurdistan Region and the rest of Iraq: Erbil, The Directorate of Iraqi Education
in Duhok, Babil, Baghdad, and Salah Al-Din. The sample (N = 200) consisted of 48 principals, 32 assistant
school directors, 96 teachers, and 24 school counselors, all of whom voluntarily participated in the study.
The study utilized structured questionnaires to assess perceptions of student parliament activities and human
rights awareness. The research instruments were based on the British Council’s (2022) Teacher’s Guide on
Human Rights and the United Nations’ (2012) Human Rights Indicators: A Guide to Measurement and
Implementation. The following two primary measurement scales were developed to quantify the
individuals’ perceptions of student parliament:
1. Student Parliament Activities Scale – 16 items assessing engagement in governance and
leadership.
2. Human Rights Awareness Scale – 22 items measuring students’ understanding and application
of human rights principles.Responses were recorded using a 5-point Likert scale ranging from 1 (Never) to 5 (Always). Confirmatory
Factor Analysis (CFA) was conducted using AMOS to ensure the reliability and validity of the
measurement model. AMOS software enabled the present study to examine the complex relationships
between diverse variables by visually drawing a path diagram and specifying how these variables influence
the student parliament activism and their human rights awareness.
Findings
The measurement model was tested for each item using AMOS through CFA. Item 3 from the Student's
Voice scale, items 3 and 4 from the activities scale, and items 2 and 3 from the Human Rights Commitment
scale were excluded, since they showed a meager factor loading of less than 0.05. The five factors
(Activities, Student's Voice, Self-confidence, Human Rights Awareness, and Human Rights Commitment)
showed a strong fit to the data, as indicated by the following fit indices: CMIN/df=2.045, CFI=0.901,
IFI=0.902, and RMSEA=0.072 (see Table 1).
Table 1: Model fit indexes
Fitting indexes RMSEA CMIN/DF PNFI AGFI PCFI IFI CFI
Cut value ≤0.08 ≤3 ≥0.60 ≥0.80 ≥0.60 ≥0.90 ≥0.9
The model 0.072 2.045 0.750 0.741 0.818 0.902 0.901
Composite reliability was used to evaluate construct reliability. The composite reliabilities varied between
0.797 and 0.927. All latent variables have CR values that exceed the threshold of 0.7. The convergent
validity of the scale items was assessed by calculating the Average Variance Extracted (AVE). Table 2
demonstrates that the AVE value is greater than or equal to 0.5, demonstrating that the latent variables
indicated by the convergence validity which show satisfactory loadings for all study variables.Table 2: Loading, Reliability and Convergent Validity.
Constructs Items Factor Loadings Composite Reliability Average Variance
Extracted (AVE)
Activities
Self
confidence
Student’s
Voice
activ1 0.728
activ2 0.679
activ5 0.78
activ6 0.781
activ7 0.692
activ8 0.809
Self1 0.761
Self2 0.734
Self3 0.809
Self4 0.758
Self5 0.771
Self6 0.797
Self7 0.799
Self8 0.814
S.Voice1 0.678
S.Voice2 0.785
S.Voice4 0.662
S.Voice5 0.742
S.Voice6 0.838
S.Voice7 0.805
S.Voice8 0.699
awarness1 0.782
awarness2 0.764
awarness3 0.772
awarness4 0.807
awarness5 0.808
awarness6 0.817
awarness7 0.751
awarness8 0.757
comm6 0.66
comm5 0.676
comm4 0.664
comm1 0.595
0.882 0.557
0.926
0.610
0.898 0.558
0.927
0.613
0.797 0.50
Results
This study utilized AMOS to conduct Structural Equation Modelling to analyze the direct and indirect
impacts of Student's Parliament on Human Rights commitment. Findings indicate a strong positive
relationship between student parliament participation and human rights awareness (β = 0.930, p < 0.001).
Additionally, student parliaments had a direct impact on human rights commitment (β = 0.473, p < 0.001).
However, when human rights awareness was introduced as a mediating factor, the direct effect of student
parliaments on human rights commitment became statistically insignificant (p = 0.179), suggesting that
awareness serves as a crucial intermediary variable.Table 3: The effect of student parliament on HR Commitment and HR Awareness (n=200)
Variables Estimate p-value
Student parliament → HR Commitment 0.473 0.000
Student parliament → HR Awareness 0.930 0.000
In the first standardized estimation model one can observe strong effect of student parliament on both
aggregate indicators namely “Awareness” factor with a positive impact of 0.96 and “Commitment” factor
with 0.79, a bit lower effect than the latter. The research findings here show very significance statistical
association between almost all the items. The “awareness 6” item denotes “awareness of the presence of an
appropriate educational environment” which accounts for a highest effect as far as 0.82. All other items
within the “awareness” factor also show almost the same high-level influence (see the Path Diagram Model
1).
Path Diagram Model 1: The effect of Student Parliament on Human Rights Awareness & Human Rights
Commitment
The second path diagram model aims to determine the direct impact of the independent variable, namely
the student parliament (a combination of three aggregate indicators of Student's Voice, Activities, and Self-
confidence), on the dependent variable, Human Rights Commitment. Additionally, the influence of the
mediating variable, namely the Human Rights Awareness, on Human Rights Commitment is also measured.
The statistical finding shows still a very strong interconnectivity between student parliament factor and
human Rights awareness while weakening the effect on the human rights commitment to a lower but still
significant 0.56 (see the Path Diagram Model 2).Path Diagram Model 2: The effect of student parliament on Human Rights Commitment, and mediation
role of Awareness.
Table 2 indicates that in this model, the student parliament does not have a significant influence on
commitment to human rights (P-Value=0.179>0.05). Nevertheless, there exists a substantial indirect impact
of 0.853 via the promotion of human rights awareness, with a statistically significant P-Value of 0.002,
which is lower than the threshold of 0.05.
Table 4: Direct and Indirect effects of student parliament on Human Rights Commitment (n=200)
Direct Effect Indirect effect
Variables
Estimate p-value Estimate p-value
Student parliament → H.R. Commitment -0.387 0.179 0.853 0.002
Discussion
In this study, we investigated the impact of student voice on promoting human rights within educational
institutions, utilizing the perspectives of a group of educators from various schools in Iraq. The findingsindicate that student parliaments have a direct and statistically significant influence on both human rights
compliance and awareness levels. This result aligns with the findings of previous research (Murati, 2014;
Mitra and Serriere, 2012; Klem & Connell, 2004; Manefield et al., 2007; Mansfield, Welton, & Halx, 2012;
Mitra, 2006, 2007; 2008). The implication is that student parliament activities, both within and outside the
school setting, play a crucial role in raising awareness about student rights and the promotion of human
rights among the broader school community. Furthermore, human rights awareness serves as a vital
mediator between the student parliament and adherence to human rights. This suggests that through the
student parliament, students can exercise their leadership roles, gain confidence, and have their voices
heard, ultimately shaping the school environment. This finding aligns with the work of (Cook-Sather; 2002;
Fielding, 2001, 20011), and others. Given the importance of human rights awareness as a prerequisite for
compliance and practice, it is essential that education policymakers and school leadership prioritize the
development of human rights awareness among all individuals within the school community. According to
the extant research in this domain, there has been a paucity of studies that have examined the relationship
between human rights compliance and student parliament activities. Notably, in the context of Iraqi society,
this investigation represents the inaugural endeavor to explore this particular academic area. As such, the
present study has been instrumental in addressing this cognitive lacuna, thereby making a valuable
contribution to the scholarly discourse.
Conclusion
This study aims to investigate a theoretical framework that explores the impact of student parliament on the
promotion of human rights in public schools. Employing a correlation description approach and structural
equation modelling, the findings indicate that student parliaments directly promote human rights
compliance, and their impact on human rights awareness is statistically significant. Furthermore, the
research suggests that human rights awareness can act as a mediating factor between the student parliament
and adherence to human rights. Therefore, this study will provide valuable insights for educational
policymakers, school leaders, and students. Student parliaments serve as a valuable platform for students
to cultivate leadership skills, bolster self-confidence, and establish themselves as role models for their peers.
Through active involvement, students gain the opportunity to articulate the needs and concerns of the
student body to the school administration, fostering a constructive dialogue. Moreover, the council
encourages the development of critical competencies, such as responsibility, communication, problem-
solving, and democratic participation. Ultimately, this experience equips students with the necessary tools
to navigate the educational landscape and paves the way for the emergence of a new generation of leaders.
A limitation of this study is that it could not distinguish between boys' and girls' schools according to gendervariables. Future research should combine both quantitative and qualitative methods; And larger sample
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The list of variables
School Activities
1-Develop plans
2-Implement the plans
5-Improve school’s educational process
6-Enhance school environment
7-Remedial classes for struggling students
8-Extracurricular class activities
Students' self-confidence
1-Worked to increase students' self-confidence
2-Improved students' sense of leadership.
3-Increased students' sense of responsibility
4-Sense of collective work
5-Sense of collective work??
6-Improved social relationship
7-Improved students’ relationship with teachers
8-Increased the culture of acceptance
Students’ Voice
1-Student parliaments (SP) represent all students
2-SP effectively represent students at school administration
4-They convey students' demands to school administration
5-Resolve problems between students and teachers
6-Reduce barriers students face in school
7-Helped to improve student participation in school activities
8-Illustrated the importance of election to students
Human rights awareness
1-Student parliament (SP) familiarized students with their rights
2-It alerted students towards environment
3-Aware students of climate change
4-Make students aware of their own issues
5-Increased respect toward their teachers
6- Aware students to understand the need for an appropriate educational environment
7-Empower students not to be discriminated against
8-Raise awareness among students that they should be treated equally
School commitment to human rights
1-Student parliaments is respected by school authority4-SP curbs possible verbal aggression by teachers against students
5-SP positively improve students’ behavior
6-SP helps build a healthy environment (physical, mental and social) for students
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