Becoming a Global Citizen through Participation in the Global Storylines Program

Šárka Křepelková,Jan Činčera,Roman Kroufek

doi:10.3390/su11154162

Abstract

This study investigates the effect of the Global Storylines educational program which aims to increase primary school students’ sustainability competences and their awareness of global problems. To obtain the data, we organized seven focus groups with a total of 52 students (25 girls, 27 boys) of an average age of 8.55 years, and conducted 7 interviews with 8 teachers (all women). The findings demonstrate the program’s likely effect on students’ improved inter- and intra-personal skills, better social climate in the classes, and students’ increased sensitivity to global issues noticeable in local communities. However, the program’s effect on student self-efficacy in mitigating the presented issues in real life does not seem to be supported. Further, this study analyzes the constraints perceived by the teachers in implementing the program in primary schools. The teachers found the program rather time-consuming and the topic more appropriate for older students. Finally, the study discusses the implications of these results for implementing and running the program in the future.

Highlights

Tackling contemporary global issues is hardly imaginable without motivated young people who understand the complex nature of these issues and who are competent at adopting adequate measures [1]
The teachers said that the students participating in the Global Storylines (GSL) project were more active in other lessons, too: “It manifested in other lessons
While we did not find any evidence of ecophobia, learned despair, or other negative consequences associated with exposing young students to serious global issues [8,13], it was obvious that some of the students felt the emotional burden of the presented issues and struggled with accepting them

Summary

Introduction

Tackling contemporary global issues is hardly imaginable without motivated young people who understand the complex nature of these issues and who are competent at adopting adequate measures [1] These global citizens are able to express empathy and share a sense of belonging to the global community [2]. While primary school students usually already have a basic awareness of these issues and may even feel their urgency, the students’ understanding of particular causes and effects is often loaded with misconceptions [3,4,5] This situation may be attributed to the complex nature of global issues, and to the fact that the main source of students’ information about global issues seems to be the media rather than formal education [6,7]

Objectives

Methods

Results

Discussion

Conclusion