Citizenship education in universities is becoming more important throughout the world. However, there is little consensus about what citizenship education in the university context means, or on how to teach it. Therefore, this research formulates a conceptual framework to understand what universities contribute to citizenship education. Following, it systematises the historical journey of citizenship education in universities in Chile, including the evolution of the concepts and practices. Then, it selects three Chilean universities as case studies (Universidad de Chile, Pontificia Universidad Católica, Universidad del Desarrollo) that identify and systematise what they define as citizenship education today, as well as how they carry out this education in the organisation. Finally, the study analyses the curriculum of each of the institutions selected, considering the areas in which civic processes and relationships emerge and the types of citizens they promote. The conclusions of the study show that citizenship education - as it is understood today - is currently part of the ‘genetic code’ of institutional identity. This DNA has a ideological basis directly related to the institution’s origin and affiliation. This is reflected in the organisational and curricular adjustments that lead to the creation of different types of professionals within society.Politics, Culture and National Identities 1789-presen
