Introduction and goal: Citizenship education, as the teaching of knowledge, skills, and citizenship attitudes for successful participation in social life, is one of the goals and functions of the family.
Research methodology: The research method in the qualitative part was ethnographic and in the quantitative part, descriptive-correlation method. The statistical population of the research consisted of 4323 high school students in urban and rural communities of Kazerun city. The sample size in the quantitative part of the research was based on the Jesse Morgan table, including 200 students, who were selected using stratified random sampling method. In the qualitative part, the samples were selected purposefully and its size continued according to the nature of qualitative research until data saturation (48 people). To collect data in the quantitative part, a family culture questionnaire was used, which was prepared based on the components extracted in the interview stage, and the Tabesh Citizenship Education Questionnaire (2012), and in the qualitative part, a semi-structured interview was used. Data analysis in the quantitative part was performed using the Pearson correlation test and in the qualitative part, the method proposed by Smith (1995).
Findings: The findings of the qualitative section showed that the components of family culture in the dimension of citizenship education include 4 general themes: legalism, participation, responsibility, and self-confidence, which have 13 sub-themes. The findings of the quantitative section showed that family culture has a significant relationship with citizenship education of high school students in urban and rural communities of Kazerun city.
Conclusion: Based on the results of the research, it can be said that citizenship education is one of the key aspects of education in family culture.
Keywords: Family culture, citizenship education, high school students