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Abstract

Educational preventing violent extremism (EPVE) programs have had (to date) little if any theoretical underpinning. Given their proliferation in jurisdictions such as Canada, Australia, the United Kingdom, and other European countries, such an absence is notable but not unexpected given the political sensitivities attached to them. These programs remain an emerging policy area which is still "finding its feet," around which their legitimacy and efficacy is keenly debated. This paper argues for adopting theoretical principles drawn from information science research based upon information behavior models to provide a framework for the design and development of such programs and against which their efficacy can be tested. We demonstrate how this approach can be applied through thematic analysis of the theory of change models of EPVE programs implemented in England and Wales, designed to increase awareness and understanding of radicalization among young people, their carers, and professionals. This article is ground breaking and of international significance, being the first to apply learning from information science to practice in furthering policy goals around countering radicalization and extremism in the United Kingdom and other jurisdictions.