Citizenship Education Research Articles

Development Of Digital Comic Learning Media Based on Local Wisdom in Pancasila And Citizenship Education Subjects

Development Of Digital Comic Learning Media Based on Local Wisdom in Pancasila And Citizenship Education Subjects

Teaching Citizenship Education in Ghana Basic Schools: The Quest to Achieve Patriotism and Democracy

In Ghana, citizenship education aims to inculcate in pupils the behaviours, values and attitudes that enhance democracy and patriotism to produce efficient global citizens. However, Ghana is confronted with numerous social vices and atrocities due to pseudo-citizens who suppress the achievement of the country’s citizenship education objectives. Moreover, the reasons why citizenship education has not been able to achieve its objectives are unfounded. Using John Rawls’ theory for civic education, this study sought to identify the reasons for teaching citizenship education; assess if the teaching of citizenship education has achieved its objectives; identify the challenges that militate against the teaching of citizenship education; and identify the strategies that need to be adopted to improve the teaching of citizenship education. A triangulation mixed-methods approach was adopted. Quantitatively, 456 teachers from 72 schools participated in a questionnaire survey. Qualitatively, eight teachers participated in a semi-structured interview. In addition, there was a content analysis of the citizenship education syllabus objectives and the National Commission for Civic Education (NCCE) objectives. The results revealed that teaching citizenship education can help promote democracy and patriotism, but the objectives of teaching citizenship education are yet to be achieved. Moreover, challenges, such as a lack of trained teachers to teach citizenship education lessons and teaching-learning materials, militate against teaching citizenship education. However, it was found that providing specially trained teachers to teach citizenship education could salvage the situation. Moreover, it is recommended that the government, non-governmental organisations (NGOs), development partners, and volunteers should provide resources for the NCCE and institutions and assign specially trained teachers to teach citizenship education lessons in schools. Furthermore, the citizenship education syllabus needs to elaborate on the social vices in society to nurture citizens of noble character for posterity.

The Pancasila and Citizenship Education Model as a Constitutional Education in Elementary/Islamic Elementary Schools

The purpose of this research is to investigate the role of Pancasila and Civic Education (PPKn) in enhancing constitutional awareness among students at the elementary school/madrasah ibtidaiyah level, and to elucidate effective teaching methods to achieve this goal. The research methodology employed is literature review method, analyzing various relevant literature pertaining to the research topic. The important findings of this research are that cooperative learning models such as Numbered Heads Together and Think Pair Share can be used to improve students' understanding and learning outcomes in Civics. In addition, interactive learning models such as Role Playing, Broken Triangle, Square and Heart, and digital citizenship can also increase constitutional awareness among students. Teachers play a significant role in implementing Civics and cultivating constitutional awareness in each student, with the purpose of making Civics implementation in elementary schools/madrasah ibtidaiyah an effort to shape individuals in Indonesia who possess strong personalities and a sense of responsibility towards their country. By using effective learning methods, Civics can be an important instrument in building constitutional awareness and student character.

Teacher’s World : Paving the Path to Educational Advancement by Nurturing Knowledge in Bangladesh Education (Editorial, Vol. 49, and Issue 1)

The editorial aims to introduce Teacher’s World: Journal of Education and Research (TWJER) Volume 49 (1) and highlight its contribution to nurturing knowledge for the Bangladesh education system. The upcoming issue focuses on the ever-evolving landscape of education in the 21st century, emphasizing the significance of knowledge in education. Twelve original research articles are set to be published, covering diverse topics such as teachers' attitudes towards ICT integration, factors affecting accessibility for children with disabilities, sex education, TPCK, student participation, motivation, Facebook use, professional development, and global citizenship education. The articles are organized chronologically according to education levels—primary, secondary, and tertiary. The issue underscores the critical role of cultivating knowledge amid rapid advancements and employs various approaches and methodologies, including innovative pedagogical practices and technology integration. TWJER serves as a platform for dialogue and collaboration, encouraging reflection on adapting methodologies to diverse learner needs, the role of technology, and ensuring equitable access to quality education. The editorial anticipates that the shared knowledge will inspire actionable changes in classrooms, institutions, and educational policies. It positions the issue not just as an academic repository but as a catalyst for change, aiming to present research that not only analyzes the current state of education but also envisions possibilities for growth and improvement. Teacher’s World: Journal of Education and Research, 49 (1), 1-17

Scope of Global Citizenship Education in the National Curriculum Framework 2021 of Bangladesh: A critical Review

Global Citizenship Education (GCED) has significant role in creating active and responsible citizens with specific knowledge, skills, and values – such as solidarity, tolerance, empathy who can address the challenges of future uncertain world. This study aims to explore the scope of GCED in the new National Curriculum Framework (NCF) 2021 of Bangladesh. Qualitative content analysis was used to critically analyze the NCF as a document. The findings show that the NCF has created a great deal of opportunities for infusing GCED in the curriculum mainly in four aspects. First, it has stepped into competency based education which is one of the major preconditions for embedding GCED in the curriculum framework. Second, within the development process, it created the scope of addressing GCED issues and discourses. Third, in conceptualizing different aspects of the curriculum such as, conceptual understanding of the curriculum within a theoretical framework proposed, the understanding of the competency-based curriculum, assessment system, and technical aspects of the education system, GCED concepts were projected heavily. Fourth, learning area wise core competencies and the subject-wise competencies also clearly reflect the GCED knowledge, skills, and values. However, analysing the NCF from ‘soft’ and ‘critical’ GCED perspective, we found that though the NCF focused both ‘soft’ (e.g., harmony, tolerance, humanity, empathy, human rights, self-awareness) and ‘critical’ (e.g., social justice, creative and critical thinking, power and governance, informed and reflective action) GCED perspectives, it is leaned towards the ‘soft’ GCED aiming to create active citizens who will be able to solve the problems of the world to live a better life, not challenging the existing social and underlying power structure, which is more of a ‘critical’ GCED perspective. Explicit mention of GCED theories, approaches and tools such as gender transformative approaches, process of involving the disadvantaged groups in the NCF development process would make GCED attributes more visible in the document. This study will help the researchers, policy-makers, and educators to bridge this policy document with detailed curriculum, textbooks, and teacher professional development programs to understand the status of translation of GCED to create responsible national and global citizens. Teacher’s World: Journal of Education and Research, 49 (1), 49-76

CONFINTEA Vll Marrakech Framework and the Challenge of and Urgency for Active Citizenship Education

A rear-view mirror approach indicates that citizenship education and adult learning and education (ALE) for lifelong learning have been prominent throughout history, dating back to the League of Nations and continuing through the United Nations and UNESCO. The League of Nations was founded in 1920 after World War I when humanity realized that settling disputes through violence—bombs and guns—was indicative of lack of citizenship education. Central to the League’s Covenant was the need to employ “negotiation and arbitration.” In addition to the International Adult Education Conferences, UNESCO has used other forums to affirm the imperative of lifelong learning and citizenship education. For instance, in the Faure Report, there is emphasis on “education and society” and on the “complete man” ( Faure et al., 1972 ). The complete man/woman is an “educated” citizen. In The Fifth Global Report on ALE, UNESCO (2022a) connects citizenship education to the task of empowering adults for change. This article uses the Marrakech Framework for Action (MFA) that resulted from CONFINTEA VII as background to analyze and present active citizenship education as a necessary condition for human sustainability and global transformation. I conceptualize education broadly to include indigenous ways of knowing. In addition, although active citizenship education is the focus of this piece, I argue that there is a symmetric relationship between lifelong learning, adult education, and citizenship education.

Shaping citizens: teachers enacting democratic education in the history classroom

AbstractThe work of history teachers in schools is contentious and often heavily scrutinised, characterised by conflicts between professional and ideological perspectives on the purpose of the work they do (Macintyre & Clark, 2003). History curricula in Australia have been the subject of regular, ongoing political intervention, in particular about the role of history education in constructing and maintaining narratives of Australian democracy and citizenship. Against this landscape, this paper explores how history teachers from New South Wales, Australia conceive of the contemporary role of history curriculum in the development of students’ understanding of civics and democracy, and their navigation of the tensions between the written curriculum and the contexts in which they teach. Using both observational and interview data, this paper explores teachers’ perceptions of the gap between curriculum “as intention and as reality” (Stenhouse, 1975, p. 2) illuminating the experiences of teachers who interact with and implement the curriculum in their daily work, and highlighting the role that school context plays in determining how civics and citizenship education is enacted in practice. Contrast is offered between the teachers of history in the context of a privileged, urban school community, to that of an Aboriginal teacher working in a regional context - with an exploration of the impact of these contexts in framing the possibilities for democratic and civic engagement in the history classroom. Using the theoretical framework of practice architectures (Kemmis & Grootenboer, 2008), I explore the role of curriculum as both an enabling and constraining force in the way teachers work to develop student understandings of democracy and civic identity and the complex relationship that emerges from teachers’ interaction with curriculum documents and their decision-making in relation to their students and communities.

Digital citizenship education – training opportunities for foreign language teachers

ABSTRACT According to the Council of Europe, educators lack awareness on the topic of digital citizenship education and its importance to educate youngsters to move critically in a highly digitalized world. It is a core component of Digital Citizenship Education (DCE) to promote democratic competences, including critical reflection, the development of social and intercultural competences, critical thinking and media literacy. Bearing this in mind, a Teacher Training Package (TTP) was developed, aiming to promote professional development and qualification of pre- and in-service Foreign Language teachers as well as teacher trainers, as far as DCE is concerned, namely, pedagogical methodologies, practices and resources. Our study focuses on the Free Online Training Course for Self-guided Professional Development (part of the TTP), which directly approaches teachers’ professional knowledge. The analysis of the Teaching Units designed by the teachers and of their final course reflections suggest the relevance of the training course for the teachers’ professional development. Those who took part in the course highlighted the pertinence of the topic and underlined the relevance of having had contact with theoretical information and resources, which allowed them not only to reflect on their current practices but also to consider ways of introducing DCE in their lessons.

THE INFLUENCE OF KI HAJAR DEWANTARA's EDUCATIONAL LEADERSHIP IN CIVIC EDUCATION LEARNING

This research, based on a survey by researchers, found that the Citizenship Education learning process has not achieved maximum results according to the expected goal, namely becoming a human being with noble character and noble character in accordance with the Pancasila ideology. Of course, there are many aspects that influence it, including internal and external students, personal educators, families and the community environment. Ki Hajar Dewantara is an educational hero who should be used as a role model for Indonesian educators. So this makes researchers want to analyze how Ki Hajar Dewantara's educational leadership through the Fatwa Ngandel Kandel Kendel Bandel which he put forward was for the legacy of Indonesian education. This research was conducted using a qualitative approach and analytical descriptive methods. So researchers themselves must analyze in depth the Educational Fatwa of Ki Hajar Dewantara Ngandel Kandel Kendel Bandel from a number of existing documents or literature, interviews with experts and triangulated data in detail, to see and ensure the relevance and new innovations for citizenship education. in terms of planning, implementation and evaluation of learning.

EDUCATION FOR YOUNG CITIZENS TO STRENGTHEN CITIZEN CHARACTER

This research is motivated by issues of national and state life, especially the younger generation. Among the problems in the younger generation are the lack of a spirit of patriotism, idealism and nationalism as well as the younger generation's uncertainty about the future, moral, mental and social degradation of the younger generation, opportunities to access work, underage marriage, promiscuity and including the abuse of narcotics and drugs. forbidden. In fact, the active role of youth or the younger generation in the history of the Indonesian nation's struggle has played an extraordinary role. Developing the potential and role of youth through empowerment, awareness and development in national development which has a role and is part of a very strategic function and role. Citizenship education for the younger generation is important, not only in schools but also in society. This research aims to study and develop the character of the younger generation based on Pancasila values. This research was carried out in Kedaton II Village, Batang Hari Nuban District, East Lampung. The data in this research is through documentation studies, observations and interviews. The method in this research uses descriptive qualitative. The results of the research show that there is an influence on young citizens when they receive guidance based on Pancasila values. Education for the younger generation can strengthen the character of citizens.

Citizenship Education and Political Literacy in Hungary According to Hungarian Non-Governmental Organizations Focusing On Citizenship Education

Through citizenship education, countries try to provide individuals with the desired knowledge, skills and values. Although curriculums are prepared for this purpose, deficiencies may occur in practice because of various reasons. Non-governmental organizations (NGOs) interested in education can also contribute to completing these deficiencies. The European Union also supports the work of NGOs in this direction. It’s understood that citizenship participation in Hungary, a member of the European Union, is less than other member countries. In this context, this research aimes to reveal the views of NGOs -interested in citizenship education in Hungary- regarding citizenship education and political literacy. In this study, an example of a case study from qualitative research designs, the opinions of members of NGOs working on citizenship education were taken within the scope of a purposeful sample. The data were analyzed by content analysis. As a result of the research, it’s seen that members of various NGOs organize educational and awareness-raising activities for students and teachers. According to them, citizenship education isn’t carried out at an adequate level in Hungary. So, it’s thought that political literacy, one of the basic elements of citizenship education, should be included in the program. But, it has also been concluded that political literacy is handled more with the knowledge dimension. Key Words: Citizenship education, Hungarian non-governmental organizations, political literacy

초등학교 1학년 세계시민교육 교수⋅학습과정안 개발 및 평가: 실과 가정영역 실천적 문제를 중심으로

This study aimed to develop, implement, and evaluate a practical, problem-based global citizenship education (GCED) program in the first grade of elementary school to suggest ways for practical global citizenship education in the next curriculum. This study proceeded following the ADDIE teaching design model. Through literature research, the relevance of global citizenship education to the 2022 national curriculum and the 2022 practical arts curriculum was analyzed, and based on the results, the learning elements of global citizenship education were extracted from the 2022 integrated subjects curriculum to develop the program. The program consisted of four teaching and learning plans for a total of eight sessions based on four practical problems, and was revised and supplemented through validation by a group of experts. The developed teaching and learning curriculum was implemented in all eight sessions over a period of four weeks with 16 first grade students at S Elementary School in Seoul. As a result of the program implementation, the mean of students' global citizenship awareness increased by 3.88 points (±3.91) from pre to post, and the qualitative evaluation of teachers' reflection journals and students' portfolios showed that the program influenced students to realize the importance of taking action to create a better and more sustainable world. Therefore, the practical problem-based global citizenship education program for first graders was found to be effective in fostering global citizenship awareness.

Citizenship Education in Elite Schools of Pakistan: Examining Requisite Skills for Civic and Political Participation in History Textbooks

The study employed qualitative content analysis to investigate the model of citizenship education in the history textbooks of elite schools in Pakistan. This study specifically explores the representation of requisite skills, one of the micro components of citizenship rights. This requisite skill is further divided into qualification, motivation, and information. Purposeful sampling was used, and textbooks from grades 6th to eighth were selected. Elo and Kyngäs’s method was used to conduct content analysis, and NVivo software was used to code textbooks. It has been found that textbooks exclusively written for Pakistani students focus more on facts as records of past events and show less tendency for higher-order thinking skills such as collaboration, communication, and critical thinking skills. Conversely, the textbooks exclusively written for International Baccalaureate (IB) students emphasized the situation where the students not only developed requisite skills for civic and political participation but also created a situation where the students could develop a holistic view of events in history and global issues. The findings of this research have implications and recommendations for the written curriculum of elite schools

생태중심의 지속가능발전교육 실천을 위한 통합교육과정 설계

The purpose of this study is as follows. First, it is to examine the theoretical background of the integrated curriculum for ecological-oriented ESD practice. Second, in order to revitalize ESD, it is to design integrated curriculum activities for ESD practice. To this end, the theoretical background of the integrated curriculum for ESD practice was presented in three aspects: ecological-oriented education, complexity education, and community-based learning. Next, an integrated curriculum activities for ESD practice were designed for the 2022 revised high school curriculum, and examples of activities were presented by selecting two or more of the 5Ps of SDGs as common topics. Three projects were presented: “Human Life for Me and Us,” “The World Around Me, Cooperation for the Earth,” and “Effort for a Sustainable Future,” and the integrated performance evaluation activities for each project were presented. The projects presented in this study can be carried out in connection with democratic citizenship education and ecological-oriented education, and students can develop attitudes and practical skills to implement local problems in connection with their lives as ecological citizens.

Exploring Technology and AI in Intercultural Citizenship Education: Opportunities, Challenges, and Ethical Considerations

Exploring Technology and AI in Intercultural Citizenship Education: Opportunities, Challenges, and Ethical Considerations

Pedagogical Content Knowledge (PCK) Analysis for Teachers: A Case Study of Pancasila and Citizenship Education (PPKn) Teachers on Bhinneka Tunggal Ika Material

Pancasila and citizenship education (PPKn) plays an important role in cultivating the values of Bhinneka Tunggal Ika in students. The PPKn teacher's ability to convey this material is very important. This research aims to analyze the pedagogical content knowledge (PCK) of PPKn teachers at SMA Negeri 5 Metro on Bhinneka Tunggal Ika material. This research uses a qualitative method with a case study of two class XII PPKn teachers. Data was collected through learning observations, interviews, and documentation studies. Data analysis was carried out using the Miles and Huberman technique. The research results showed that the first teacher showed PCK with good criteria in all components (teaching knowledge, student knowledge, and content knowledge). The second teacher showed PCK with fairly good criteria in all components. In general, both teachers have quite good PCK in teaching Bhinneka Tunggal Ika material. The first teacher showed better PCK than the second teacher.

FREE TIME AND RECREATION OF CITIZENS IN THE VISUAL IMAGES OF THE SOVIET PRESS OF THE 1920S

The purpose of the study. This article analyzes the visual content of the Soviet press of the 1920s, in order to reconstruct the normative and deviant models of recreation reflected in it by the urban population of the country. Conclusions. In visual media stories, the problems of free time and recreation exist in several planes: imperative (approved, ideologically correct strategies and practices of organizing free time are broadcast); normative (examples are given indicating the «sprouts» of a new way of life); critical (deviant practices and «remnants» of the past that need to be eliminated are ridiculed and castigated). In quantitative terms, in the press of the 1920s, the plots of the first and second groups, devoted to cultural recreation of citizens in parks, libraries, theaters, etc., prevailed. The practices of deviant recreation (drunkenness, gambling, etc.), explained by pre-Soviet remnants, the difficulties of the recovery period, and the lack of education of citizens, were more often represented by anonymous plots indicating vice, but not discrediting specific citizens. The press was intended to form cultural leisure practices among citizens rather than reflect the realities of the pastime of citizens in the 1920s.

Ecological citizenship education movement through the Pining Tiger Forum community in forming environmental awareness

Ecological citizenship is a concept that developed in response to environmental challenges that encourages people and groups to actively contribute to preserving and protecting the environment in response to the challenges facing the environment on a global scale. The Harimau Pining Forum Community is an environmental community that focuses on creating awareness and action towards environmental conservation in the Leuser area, Aceh. The aim of this research is to find out how the ecological citizenship movement through the Pining Tiger Forum community creates environmental awareness in the people of the Lueser area, Aceh. This research used a descriptive qualitative method, the data sources in the research were 10 people consisting of the Chair of the Pining Tiger Forum, Secretary of the Pining Tiger Forum, Head of Pining Village, Secretary of Pining Village, Bhabinkamtibmas of Pining Village, and 5 Pining Village Community members. Data collection techniques use interviews, observation and documentation. The results of this research show that the Pining Tiger Forum community has formed environmental awareness in the people of the Leuser area, Aceh through Didong art performances, deliberations/mupakat, socialization and the installation of banners in strategic areas in the Leuser area of Aceh with poetry/themes on environmental values.

Methodological Aspects of Inclusive Education in the Field of IT Technologies

The main problem: Today, the introduction of inclusive education is becoming one of the priorities of the state policy of the Republic of Kazakhstan in the system of modern education. In accordance with the law on Education, equal access to quality education for citizens is guaranteed, taking into account their intellectual development, psychophysiological and individual characteristics. The article is devoted to the analysis of the development of inclusive education. The author considers the problems on the way to the introduction of inclusive education, provides an analysis of the experience of conducting an IT school within the framework of inclusive education. An attempt has been made to identify the factors contributing to the successful implementation of inclusive education methods in the modern educational space. Objective: To consider the issues of the development of inclusive education in the Republic of Kazakhstan. To present the methodology of teaching children with special educational needs, to suggest possible ways to solve problems on the way of introducing inclusive education into the domestic education system. Methods: The methods of analysis, synthesis and deduction were used in the article. Results and their significance: Based on the results of the work carried out aimed at identifying the main problems hindering the process of implementing inclusive education, as well as based on the results of the analysis and the identified main aspects in the cognitive activity of children with hearing and speech disorders, the author of the article proposes a methodology for teaching children multimedia technologies. In addition, the author clearly substantiates the need to prepare a teacher for the use of inclusive education methods, due to the lack of willingness of some teachers to teach in a class (group) in which people with disabilities study, fearing to get into a situation of psychological and professional discomfort.

Internalisasi Prinsip Moderasi Beragama Melalui Pendidikan Kewarganegaraan (PKn) di SMA

Civics education shouldn't be a dry and dull subject anymore. One such learning approach is a civics implementation strategy centered on religious moderation. Students are encouraged to investigate and evaluate diversity issues in their surroundings using the Civics learning technique, which is based on Bhineka Tunggal Ika. The concept of religious moderation is defined as a disposition of respect, tolerance, and moderation toward all forms of difference, including religious differences. Because of Indonesia's extreme diversity and the situations that lead to conflict over it, it is crucial to practice religious moderation. With civics teachers and Class X 2 students as research subjects, the purpose of this article is to clarify the significance of religious moderation guidelines through educational institutions that emphasize citizenship education (PKn) at SMA Negeri 1 Tolitoli. In order to understand a phenomenon that happens in society, this study used a qualitative descriptive research paradigm. through the use of field observations and interviewing as data collection methods. The study's findings provide an explanation for: (1) Civics education based on Bhinneka Tunggal Ika, which moderates religious learning, is beneficial in fostering national understanding and fostering conversations about diversity. Students can practice living side by side with a loving and harmonious mindset by working on projects based on Bhinneka Tunggal Ika. in any variation.