Citizenship Education Research Articles

NATIONAL PATRIOTIC EDUCATION OF CHILDREN EARLY AND PRESCHOOL AGE USING UKRAINIAN MUSICAL ART

In the scientific article, the authors address the problem of national-patriotic education of preschool children by means of Ukrainian musical art. A detailed analysis of scientific, psychological, pedagogical and musical studies devoted to the question of the expediency of using Ukrainian musical art in the process of national-patriotic education of preschool children in preschool educational institutions was carried out. An interpretation of the meaning of the term’s «patriotism» and «national-patriotic education» is provided, the main works of foreign and Ukrainian scientists on the studied problem are presented. The main legislative documents of Ukraine which regulate attention to the implementation of national-patriotic education in the educational practice of preschool education institutions were reviewed and analyzed. Specific methodical recommendations have been submitted for heads of educational institutions, educators and parents/guardians regarding the improvement of the process of national-patriotic education of preschool children by means of Ukrainian musical art. The expediency of starting the formation of nationally patriotic feelings in children of early preschool age is argued. It is emphasized that children of early and preschool age, who grow up with national and patriotic values, are usually more responsible, ready to participate in community affairs and benefit their country. National and patriotic education should create a basis for the education of active citizens who understand their rights and responsibilities, are ready to benefit their country and protect its values Specific guidelines have been submitted for heads of educational institutions, educators and parents/guardians regarding the improvement of national-patriotic education of children of preschool age by means of Ukrainian musical art.

Examination of Preschool Citizenship Education in Terms of Program and Teachers' Views

In this study, it was aimed to determine the opinions of preschool teachers about citizenship education and to make evaluations for citizenship education in line with the findings. For this purpose, the research was shaped by a case study, one of the qualitative research methods. In determining the sample, the 'convenience sampling' technique, which is one of the 'purposive sampling' methods, was used. In this study, a semi-structured interview form prepared by the researcher was used. The semi-structured interview form prepared within the scope of the research was applied to 25 preschool teachers working in pre-school education institutions. The analysis of the data obtained in the research was evaluated with content analysis. Findings related to the research are presented in 8 main themes and categories. As a result of the research; It is seen that the knowledge of pre-school teachers about the concept of citizenship education is sufficient. It was stated that social participation, respect, patriotism, love, belonging, sensitivity, cooperation, responsibility, empathy, critical thinking, tolerance, helpfulness skills and values should be given within the scope of citizenship education in the preschool period. Teachers stated that the acquisitions in the pre-school education program are not fully sufficient in terms of citizenship education, but they can be improved because it is a flexible program. It has been concluded that if appropriate activities for citizenship education are planned, taking into account the age levels of children in the pre-school period, children's perspectives on the concept of citizenship can be improved. The practices most recommended by teachers for citizenship education were "field trips". The teachers stated that the concepts related to citizenship education should be embodied with activities because the age groups of children in the pre-school period are small. 44% of pre-school teachers find the readiness of preschool children sufficient in terms of citizenship education. In addition, it has been determined that there are 1 acquisitions in the field of cognitive development related to citizenship education and 8 acquisitions in the field of social and emotional development in the preschool education program

Implementasi Pendidikan Karakter di Sekolah Dasar Melalui Pembelajaran Kewarganegaraan

In elementary school, Citizenship Education subjects are an ideal forum for inserting character education, because the topics include values ​​such as responsibility, honesty, justice, cooperation and love of the country. Teachers are able to integrate various activities and learning methods to help students know and apply these values ​​in everyday life. In this study, the researcher used a qualitative or narrative method which aims to study a problem more deeply using the method of analyzing several theories without calculating percentages. This research uses a qualitative research method because it describes the implementation of character education in elementary schools to see clearly news about the reality that occurs in the field, after that analyzing the results. Therefore, Citizenship Education learning must be improved to improve student character through planning, implementation and assessment processes. This effort is included in the Citizenship Education subject, where citizenship education material produces student character. For this reason, character education is said to have been successfully implemented in several elementary schools. It can be concluded that the implementation of character education through Civics subjects in elementary schools is important, although there are still several challenges such as a lack of teacher training and a rigid curriculum.

Navigating the Intersections of Religion and Education Reflected in the Institutional Mission: Examining the Case of Dongguk University as a Buddhist-Affiliated Institution in South Korea

This study examines the ongoing impact of religiously affiliated private institutions on the dynamics of higher education in South Korea. To do so, this study pays attention to the case of Dongguk University as a renowned Buddhist-affiliated institution. By exploring the university’s institutional mission, educational goals, governance, symbolic representations, and curricula, this study illustrates the ways in which Dongguk University integrates its Buddhist identity into various facets of its educational framework. This study especially highlights the university’s ongoing efforts to reconcile its religious vision based upon Buddhism with its broader educational responsibilities to our society so as to educate well-rounded citizens who can creatively address contemporary challenges we now face. With an in-depth exploration of Dongguk University rooted in Buddhism, this study sheds light on the distinct characteristics of religiously affiliated private institutions and their influences on the educational landscape in South Korea. In doing so, this study offers valuable insights into the ways to examine the intersections between religions, education, and contemporary society. Such insights elucidate the critical roles of religions in our public life and their implications for the future of education in an era of unprecedented social, cultural, and technological changes.

Development and Validation of a Global Citizenship Education Teaching-Learning Plan and its Effects on Fostering the Global Citizenship Competencies of Elementary School Students

The objectives of this study were to develop, implement a home economics education teaching-learning plan and assess its effects to enhance global citizenship competencies among upper elementary school students. The ADDIE model was employed for learner needs analysis, instructional design, development and implementation. This was followed by assessments of global citizenship competencies and class satisfaction. Based on an analysis of the core ideas associated with an area of "Living Environment and Sustainable Choice," four practical problems were designed: What actions should I take for the rational management of living resources? What actions should I take to ensure consciousness of the need to respect diversity in daily life? What actions should I take to maintain a safe and healthy living environment? What actions should I take to make sustainable choices? Based on these four practical problems, four lesson topics were developed in accordance with both the voyeur's and the critical perspectives, resulting in a total of 8 sessions. The subsequent delivery of an 8-session class on global citizenship education in home economics yielded significant improvements in the global citizenship competencies (knowledge, skills, attitudes, and willingness to act) of 37 elementary school students immediately after the sessions. The significance of this study lies in its focus on the core ideas of the revised 2022 curriculum, thereby offering directions for the development of global citizenship education within the curriculum.

Development of a Class XI Citizenship Education Learning Model Based on Blended Learning Flipped Classroom at Tunas Bangsa Vocational School, Depok

The aim of this research is to develop and test the feasibility and effectiveness of developing a Class XI Civics Education Learning Model Based on Blended Learning-Flipped Classroom at Tunas Bangsa Vocational School, Depok. This research uses the development of the Borg and Gall model which is integrated with the Rowntree model with 9 steps from the Bord and Gall model, and 3 steps from the Rowntree model. The results of the feasibility test carried out by material experts were 81%, processional design experts 94%, and media experts 88%, teacher users 87% and student users 83%. Overall, the results were in the "very feasible" category. These results indicate that the use of electronic modules is suitable for improving the learning outcomes of students in class XI citizenship education subjects at Tunas Bangsa Vocational School, Depok. The results of the effectiveness test were shown by comparing the post test results of the experimental class and the post test results of the control class with a total of 10 students as respondents. Statistical analysis uses an independent sample t test with a value of tcount > ttable or 5.080 > 2.101 at a significance level of 5% and df = 18, so Ho is rejected and Ha is accepted. Based on these findings, it can be concluded that the use of electronic modules as a learning medium for class XI citizenship education based on blended learning flipped classrooms is effectively used to improve student learning outcomes.

Dampak Nilai Tugas Rendah terhadap Prestasi Akademik Siswa pada Mata Pelajaran PPKn di SMP Negeri 35 Percut Sei Tuan

The subject of Pancasila and Citizenship Education is one of the subjects that must be studied at all levels from elementary school to university. In studying Pancasila and citizenship education, students must be able to understand what they are learning in order to become wise and good citizens. Based on research conducted by the author, there are several obstacles that cause low student learning outcomes at SMP Negeri 35 Percut Sei Tuan. Namely the readiness and maturity of students, their learning motivation, the learning media they use, and the learning methods used by their teachers.

Digitising the Deep Past: Machine Learning for Rock Art Motif Classification in an Educational Citizen Science Application

Digitising The Deep Past (DDP) is an interdisciplinary project based at Griffith University, Australia, that innovates in three areas: Indigenous cultural heritage, Indigenous education, and Machine Learning (ML) and Artificial Intelligence (AI). The project investigates the use of a purpose-built citizen science application that engages Indigenous youth in educational exercises rooted in local cultural heritage, specifically rock art, making learning more engaging and exposing them to digital technologies. Furthermore, ML models trained with the data gathered through these educational activities can then assist with classifying new rock art images and assisting rangers and archaeologists with site archiving and conservation efforts. This paper discusses the project's significance in enhancing Indigenous science and technology education and outlines its results in utilising ML for rock art classification. Adopting deep learning in rock art classification offers a compelling avenue for the automated analysis and interpretation of heritage objects and places. However, training deep neural networks from scratch often requires enormous datasets and computational resources, posing challenges for domain-specific applications with smaller datasets. With a dataset comprising approximately 3,100 labelled rock art images, we evaluated various tools within the transfer learning toolbox using three prominent pre-trained architectures: VGG19, ResNet50, and EfficientNet V2 S. Through the collaborative efforts of Indigenous students and ML, we demonstrate that even with limited training resources, using transfer learning to re-purpose an existing model can achieve motif classification Top-1 accuracy of 79.76% and Top-5 of 94.56%. The project ran from 2021 to 2023, including three week-long sessions with students of Laura State School to trial the citizen science app and the evaluation, development and refinement of the ML models. The DDP project not only serves as a beacon for community-centric research but also forges a new frontier in integrating Indigenous cultural heritage with modern technology. The impact reaches beyond academia, directly enriching the educational experience for Indigenous students in Laura and equipping local rangers and archaeologists with advanced tools for rock art conservation.

Penerapan Pembelajaran Pendidikan Pancasila dan Kewarganegaraan pada Anak Usia Dini

Pancasila and citizenship education is a learning whose fulcrum is to develop Pancasila values as the basis of the Indonesian state. However, apart from that, Pancasila and citizenship education is also learning that focuses on providing moral values and rules in life as a citizen and in society. In practice, this education must be taken from elementary school children to tertiary institutions. Therefore, the basis for this education must be implemented from an early age. This is because young children are in a phase where their cognitive development can reach 80% of their life. In maximizing this development, the provision of Pancasila and citizenship education must begin to be instilled from childhood, by providing lessons regarding Pancasila education in a simpler way according to their age concept so that children get used to carrying out habits which contain elements of Pancasila. . The method used in making this journal is a literature study from several journals and books about Pancasila education and education carried out at the early childhood level.

The Lived Experiences of Global Citizenship Education by Asian-Muslim Teachers Attending A Professional Development Program in the USA

Following the initiation of the Madrasah Education Program (MEP) in 2004, the government of the Philippines has historically promoted the liberal education of Muslim citizens. Filipino-Muslim teachers have been trained and equipped to preserve the core principles of Islam in public schools in all regions of the Philippines. However, the MEP does not provide specifically for the professional development of Filipino-Muslim teachers who want to work at schools in other English-speaking nations. In the USA, professional development programs have been developed specifically to help Asian-Muslim teachers grow into globally and culturally engaged citizens. The present phenomenological study focuses on the lived experiences of seven Asian-Muslim teachers who, in 2022, attended a professional development program abroad in the USA. A thematic analysis was conducted to interpret the transcripts of their conversations recorded at a focus group meeting. Emergent themes were extracted which highlighted the benefits to individual teachers. These benefits included: adapting to new lifestyles, becoming more flexible, becoming more confident, developing an open mind, obtaining a deeper understanding of social interactions and teaching in the English language in a culturally different environment, reaffirming their own cultural beliefs and values, and developing attitudes that involve tolerance and respect for the values and beliefs of other cultures. The overall conclusion is that the participation of Asian-Muslims in a professional development program abroad in the USA opened up new opportunities to promote the ideals of Global Citizenship Education. The practical implications are that institutions in the Philippines organizing professional development for teachers should ideally provide opportunities for Filipino-Muslim teachers to travel abroad and help them grow into globally competent citizens. Keywords: Global Education, Internationalization, 21st Century, Action Research

The Impact of Global Citizenship Education (GCED) on Consumer Behavior: A Scoping Review on Sustainable Marketing Campaigns for GCED

The pressing need to address global issues, including climate change and social inequality, underscores the significance of cultivating global citizens aware of their responsibilities. Global Citizenship Education (GCED) serves as a crucial educational approach, empowering individuals with the aptitude to responsibly engage with global challenges. This review focuses on the scoping review of finding the effect of GCED on consumer habits, particularly regarding sustainable marketing campaigns crafted for it. Analysis of primary research indicates consumers acquainted with GCED tend to favor environmentally friendly and ethical purchasing. Marketing endeavors embracing GCED concepts tend to be more effective, fostering sustainable consumer choices. This study reveals literature gaps and charts future research avenues, stressing the synergy of educators, marketers, and policymakers for enhancing eco-friendly consumer actions via GCED. This research offers valuable perspectives for enterprises wanting to synchronize their promotional efforts with global sustainability goals and educators aiming to amplify the tangible results of GCED. Keywords: Global Citizenship Education, Consumer Behavior, Scoping Review

Kick-Starting Global Citizenship Education In Schools Through The Instrumentality Of Social Studies Education Curriculum Framework

Kick-Starting Global Citizenship Education In Schools Through The Instrumentality Of Social Studies Education Curriculum Framework

Pemikiran Epistemologi Filsafat Pancasila dalam Konteks Pengembangan Ilmu Pengetahuan

Epistemological thinking of the Pancasila philosophy in the context of the development of science means whether elementary school students in Indonesia understand the theoretical values ​​of Pancasila in a book. The aim of this research is to find out whether sixth grade elementary school students know the basic values ​​of Pancasila. This type of research is qualitative. Qualitative research methods focus on interviewing other people in external and complex environments. (Moleong, 1999; Creswell, 2002, Lindloft, 1995), states that qualitative research methods are more inductive. This means that the research step that must be prioritized is data based on facts, symptoms, phenomena, reality which is the theme, then processed, processed, so that at the end of the research it can become a proposition, model or even theory. The solution to this problem is to have qualified teachers, provide socialization in the school, and practice the basic values ​​of Pancasila, and not just verbally in Pancasila and citizenship education books.

Spiritual and indigenous funds of knowledge: how Palestinian Muslim teachers reclaim Islam and citizenship education in Israel

ABSTRACT Scholars have argued for better integration of religion and citizenship education through overarching goals of interreligious tolerance and inclusive citizenship. Yet, such debates often neglect the political dimensions of these subjects. In this study, we explore how Palestinian Muslim teachers in Israel interpret the intersections of Islam and citizenship education and how they draw on this intersection in their teaching. Through qualitative interviews with 15 citizenship and Islam teachers, we found that most teachers ground this relationship in their spiritual Islamic and indigenous Palestinian funds of knowledge. In their teaching, these funds can serve as counterhegemonic tools to deconstruct dominant forms of citizenship and Islam as defined by the Israeli state. We argue that the hybridization of these funds of knowledge has important educational implications for conceptualizing more critical and culturally relevant forms of Islam and citizenship education.

Measuring and explaining political tolerance among adolescents: insights from the International Civic and Citizenship Education Study2016

BackgroundTolerance is a prerequisite for deliberative democracies. Therefore, fostering tolerance is an important task for educational systems in democracies. In the present study, the concepts of social and political tolerance were disentangled and applied to the measurement approaches of the International Civic and Citizenship Education Study 2016 (ICCS 2016). A single scale of political tolerance was proposed by identifying items on equal rights of women and men, different racial and ethnic groups and immigrants that capture the support of equal political rights. Previous research indicates different approaches that might be used to foster tolerance in schools.MethodsThis study used the rarely applied alignment method to identify a political tolerance scale that was sufficiently invariant in the 15 participating European educational systems. The alignment method identifies solutions with minimal amounts of non-invariance. Multilevel regression analyses are used to identify which aspects of schooling are predictive of political tolerance at the student and at the school level.ResultsThe alignment analyses revealed a sufficiently invariant solution for the 15 education systems that could be used in regression analyses. While cognitive learning showed only a weak relationship with political tolerance, teacher fairness was relevant at student and school level. An open classroom climate was a positive predictor with relevant strength only at school level. Further multigroup analyses indicated that the results at the student level were stable between countries, while school level indicators varied more strongly between countries.ConclusionsResearchers need to acknowledge the conceptual differences between social and political tolerance in their measurement approaches. The alignment method can be useful to create scales that are comparable between many different educational systems. While educational systems differ strongly in their school level variance of political tolerance, teachers can play an important role in fostering political tolerance at the student level.

Global Education and Critical Thinking: A Necessary Symbiosis to Educate for Critical Global Citizenship

Abstract Global Citizenship Education (GCE) is a topic of relevance in current international educational debates, which increasingly focus on the formation of critical citizenship. This makes it necessary to discover from a critical pedagogical perspective the relationships between this pedagogical approach, Critical Thinking (CT), and GCE. Throughout this study, through an extensive theoretical review of the literature, we try to show the characteristics in which critical pedagogy, GCE, and CT converge, giving rise to the Critical GCE towards which we must move today. Therefore, this study is revealing for discovering the path towards which GCE is currently heading by clearly showing the symbiosis between CT and GCE. In conclusion, if we want to educate global citizens, it is necessary not only to have a strong background in GCE but also to develop CT to understand global society critically and the need to act to try to transform the world into one free from oppression and injustice.

Internalization of Moderation Values Through Citizenship Education At University

Internalization of Moderation Values Through Citizenship Education At University

New roles for science teachers: A cultural-historical activity theory intervention to support education for health, wellbeing, and citizenship

For formal education to play a significant role in efforts for sustainable development, teachers must assume new roles, transform their beliefs about the essence of teaching and learning, and implement innovative pedagogies. Through a multiple-case study methodology, three patterns of shifts were identified in the beliefs of twelve high-school biology teachers who participated in a cultural-historical activity theory intervention aimed at supporting their transformative agency. These patterns corresponded with the tensions the teachers experienced and the mediating tools appropriated. These results highlight the role of contradictions and mediating tools when aiming for educational reforms to support health, well-being, and citizenship.

Educators’ Subjectivities in Localising Global Citizenship Education: A Chinese Case

ABSTRACT Global citizenship education (GCE) encounters epistemic barriers in curriculum localisation, which, from a semiotic perspective, are related to educators’ subjectivation process. By choosing a Chinese case based on six secondary schools on the east coast of China, this paper builds on previous efforts to investigate how principals’ (n = 6) and teachers’ (n = 10) subjectivation process could influence their comprehension of the concept of GCE. The focus of this paper is on distinguishing the subjectivities in participants’ interviews that related to their perceptions and planning of the curriculum. The findings of the study included qualitative feedback, which was later categorised into three themes: the communitarian subjectivity, the hybrid subjectivity and the assimilated subjectivity. The three forms of subjectivity exposed the vulnerability inherent in participants’ efforts to localize GCE. This study demonstrated a specific epistemic condition that challenges the prevailing discourse, suggesting that defending traditional culture does not always serve the purpose of promoting cultural diversity on a global scale.

Educationally Tracked Democratic Equalizers: How Citizenship Education Moderates the Effect of a Political Home Environment on Internal Political Efficacy Across Educational Tracks

AbstractCitizenship education aims to compensate for the lack of a stimulating political home environment. However, not all scholars are convinced that schools are great equalizers, as citizenship education might reinforce rather than reduce socioeconomic inequalities. This paper investigates whether citizenship education compensates, reproduces, or accelerates inequality in students’ internal political efficacy (IPE) and how this relationship differs across educational tracks. IPE is considered a key political attitude that predicts political participation and taps into self-confidence in a political setting. This political attitude is especially interesting considering the stigmatizing effects of educational tracks. We study the effect of citizenship education among senior high school students in Flanders. We examine three kinds of citizenship education: civic learning experiences, an open classroom climate, and active student participation at school. We conduct three-way interactions in multilevel models to study the moderating effect of these types of citizenship education at school on the relationship between a political home environment and IPE across educational tracks. We show compensating effects for the three citizenship education types. However, looking across educational tracks, there is a clearer compensation in the academic track compared to the technical and vocational tracks. Our findings indicate that citizenship education contributes to a democratic society where all citizens feel confident participating in the political arena. Still, technical and vocational tracked students not only receive less citizenship education, but the reduction of socioeconomic inequalities in feelings of IPE when receiving higher amounts is also less articulated than in the academic track.