Purpose:The main goal of this article is to define and justify group problem solving as an approach to citizenshipeducation. It is demonstrated that the choice of theoretical framework of democracy has consequences for thechosen learning goals, educational approach and leaarning activities. The framework used here is an epistemic theoryof deliberative democracy. It is argued that such an approach enhances teachers’ and pupils’ autonomy.Design/methodology/approach:First, it was discussed what kind of theory of democracy lies behind the mainstreamapproach to citizenship education. Then, it was demonstrated how a chosen theory of democracy and citizenshipleads to a specific translation into educational principles. In order to define and translate the chosen framework intoeducational principles and learning activities, different disciplines were drawn upon: political philosophy, cognitiveand educational psychology.Findings:Group problem solving was defined as an alternativeparticipatory educational approach to citizenshipeducation and four educational principles were defined: argumentation, connected learning, decision making and thinking together.Practical implications:Educationalists, policy makers and researchers working on citizenship education should discusstheir ideals of democracy and citizenship in orderfor these to become an object of scrutiny in the curriculum.