This special issue of the Nordic Journal of Comparative and International Education is devoted to articles analysing how teachers and principals in the Nordic schools reflect and reason on democratic citizenship and civic education. Based on data from the surveys to these professional groups participated in the International Civic and Citizenship Education Study (ICCS), and interviews with teachers in Norway, Finland and the US, the contributors to this issue explore and discuss various topics that broaden our understanding of how civic and citizenship education is taught and what affects future citizens knowledge and interest in participating democracy across the Nordic education systems and beyond.