Effective teaching for democracy requires an understanding of the teaching methods and educational characteristics that are effective in interventions. In order to address this requirement, we conducted a systematic literature review. We used an extensive search syntax and snowballing method that allowed us to find n = 2093 unique publications. After a screening process, we have included 54 interventions in 51 different quantitative effect studies written between 2010 and 2020. We categorized these interventions into five types of teaching methods: instruction, small-group work, assignments, projects, and democratic decision-making. We analyzed what the educational characteristics (i.e., subject matter, classroom interaction, classroom management) of these interventions were and for which democratic competences (i.e., knowledge, attitude, skill, behavior) they were effective. Our results show that teaching methods have differential effects on democratic competences. We also discuss the robustness of these results. Our study shows that there is still much to be gained in terms of research designs, the conceptualization of democratic competences, and the description of teaching methods.

有效的民主教学需要了解有效干预的教学方法和教育特征。为了满足这一要求，我们进行了系统的文献回顾。我们使用了广泛的搜索语法和滚雪球方法，使我们能够找到n = 2093 份独特的出版物。经过筛选过程，我们在 2010 年至 2020 年间撰写的 51 项不同的定量效果研究中纳入了 54 项干预措施。我们将这些干预措施分为五种教学方法：指导、小组工作、作业、项目和民主决策。我们分析了这些干预措施的教育特征（即主题、课堂互动、课堂管理）以及它们对哪些民主能力（即知识、态度、技能、行为）有效。我们的结果表明，教学方法对民主能力有不同的影响。我们还讨论了这些结果的稳健性。我们的研究表明，在研究设计、民主能力的概念化、