Students For Citizenship Research Articles

School librarians developing AI literacy for an AI-driven future: leveraging the AI Citizenship Framework with scope and sequence

Purpose The purpose of this paper is to introduce the artificial intelligence (AI) Citizenship Framework, a model that equips teachers and school library professionals with the tools to develop AI literacy and citizenship in students. As AI becomes increasingly prevalent, it is essential to prepare students for an AI-driven future. The framework aims to foster foundational knowledge of AI, critical thinking and ethical decision-making, empowering students to engage responsibly with AI technologies. By providing a structured approach to AI literacy, the framework helps educators integrate AI concepts into their lessons, ensuring students develop the skills needed to navigate and contribute to an AI-driven society. Design/methodology/approach This paper presents a theoretical framework, developed from the author’s experience as an information and digital literacy coach and teacher librarian across Asia, the Middle East and Europe. The AI Citizenship Framework was created without following specific empirical methodologies, drawing instead on practical insights and educational needs observed in diverse contexts. It outlines a scope and sequence for integrating AI literacy into school curricula. The framework’s components build on existing pedagogical practices while emphasising critical, ethical and responsible AI engagement. By providing a structure for AI education, it serves as a practical resource for school librarians and educators. Findings While no empirical data was collected for this theoretical paper, the AI Citizenship Framework offers a structured approach for school librarians and educators to introduce and develop AI literacy. It has the potential to influence AI education by fostering critical and ethical awareness among students, empowering them to participate responsibly in an AI-driven world. The framework’s practical application can be expanded beyond school librarians to include classroom teachers, offering a comprehensive model adaptable to various educational settings. Its real-world implementation could enhance students’ readiness to engage with AI technologies, providing long-term benefits for both educational institutions and the broader society. Research limitations/implications One limitation of the AI Citizenship Framework is that it has not yet been empirically validated. Future research could focus on testing its practical effectiveness in real-world settings, offering insights that may inform refinements and adaptations to better support school librarians and educators in fostering AI literacy and AI citizenship. Practical implications The practical implication of the AI Citizenship Framework is its application in educational settings to equip students with AI literacy and responsible citizenship skills. School library professionals and teachers can use the framework to integrate AI concepts into curricula, fostering critical thinking, ethical understanding and informed decision-making about AI technologies. The framework provides ready-to-use curriculum plans, enabling educators to prepare students for an AI-driven world. Its adaptability also allows classroom teachers to lead AI literacy initiatives, making it a versatile tool for embedding AI education across subjects and promoting responsible use and engagement with AI technologies in real-world contexts. Originality/value The originality and value of the AI Citizenship Framework lie in its approach to integrate AI literacy into educational contexts, specifically tailored for teacher librarians and school librarians. To the best of the authors’ knowledge, it is the first framework that comprehensively addresses the need for AI literacy from an ethical, critical and societal perspective, while also promoting active participation and leadership in AI governance. The framework equips educators with practical tools and curriculum plans, fostering responsible AI use and engagement. Its adaptable structure ensures it can be implemented by classroom teachers as well, adding significant value to AI education across disciplines and age groups.

РОЗВИТОК ГРОМАДЯНСЬКОСТІ ОБДАРОВАНИХ ПІДЛІТКІВ ЗА ЧАСІВ ВІЙНИ: СОЦІАЛЬНО-ПЕДАГОГІЧНА ПРОГРАМА

A socio-pedagogical program for development of citizenship of gifted adolescents is substantiated based on analysis of legislative documents, national programs regarding civic education of the new generation in Ukraine during the war, generalization of contemporary experience in improving citizenship of students of general secondary education institutions of Sumy region, taking into account characteristic features of social formation of adolescents and the specifics of this process among gifted teenagers. Results of the analysis of the current state of improving civic education of students at general secondary education institutions revealed a predominant neglect of gifted teenagers in this process, since pedagogical teams are focused on involving these teenagers in subject Olympics, in National Academy of Sciences activities and preparing them to win in intellectual competitions, which is really important. The lack of programs that would take into account characteristic features of the gifted in the development of their patriotism threatens their future self-realization in Ukraine in particular, under conditions of existence of American and European grants system for “finding” creative youth in the world. The goal of the program that we have justified – to improve development of citizenship of gifted adolescents under conditions of war in Ukraine – is achieved through such tasks as: 1) creation of a coordination group of representatives of the internal and external school social environment and preparation of this group for promotion of development of citizenship of gifted adolescents at lycea and in territorial communities; 2) socio-pedagogical support of gifted teenagers in the process of civic education at lycea; 3) supporting initiatives of gifted teenagers regarding harmonization (real and virtual) of civil and legal social space at lycea and territorial communities; 4) promoting gifted teenagers' awareness of the importance of citizenship in the European Union through virtual communication with European teenagers and domestic ones studying in European countries under wartime conditions. Key words: socio-pedagogical program, gifted teenagers, development of citizenship, war in Ukraine.

Are Short-Term Study Abroad Experiences Effective in Developing Global Citizenship in University Students Studying Health Degrees?

Short-term study abroad (STSA) experiences are an increasingly popular strategy used by universities to develop global citizenship in students. Global citizenship is particularly important for emerging health professionals with many health challenges of the 21st century being of global importance. Yet, evidence on the effectiveness of STSA is inconclusive, predominantly due to methodological issues limiting research to date. This quasi-experimental study draws on a recognized global citizenship framework encompassing dimensions of social responsibility, global competence, and global civic engagement to examine the changes in global citizenship pre- and post-STSA experience in health students. The sample consisted of health students (n = 75) who participated in an STSA experience (study tour or practicum) from 16 to 22 days in a less industrialized country and a control group (n = 66) who did not partake in any intervention. The data analysis found that students in the intervention group had significant improvements in their overall global citizenship score and its dimensions separately, except for social responsibility, while no significant changes were seen in the control group. The findings provide evidence to support STSA experiences as an accessible option for universities to promote global citizenship development among health students.

ANALISIS PENDIDIKAN KARAKTER DALAM LITERASI BUDAYA DAN KEWARGAAN MELALUI KEGIATAN EKSTRAKURIKULER TARI DI SD SUPRIYADI SEMARANG

This study aims to analyze extracurricular dance activities towards character education, cultural literacy, and citizenship at SD Supriyadi Semarang. Through interviews with teachers, students, and parents, as well as observations of dance activities, this study found that dance activities significantly contribute to the formation of students' character, such as discipline, cooperation, and self-confidence. Dance activities also serve as an effective media to improve cultural literacy by introducing students to traditional dances and the meaning of local culture. In addition, dance performances at various school and community events strengthen students' sense of citizenship and social responsibility. These findings indicate that extracurricular dance not only develops artistic skills but also provides benefits in aspects of character education, culture, and citizenship of students. This study recommends strengthening extracurricular arts activities as an integral part of the curriculum to support students' holistic development.

The Influence of STEM-Based Digital Learning on 6C Skills of Elementary School Students

Abstract The integration of science, technology, engineering, and mathematics (STEM)-based digital learning has shown a significant impact on enhancing the 6C skills (character, citizenship, critical thinking, creative thinking, collaboration, and communication) of elementary school students. This quasi-experimental study, involving 200 participants from primary schools, compared the efficacy of STEM-based digital learning against STEM-conventional methods in fostering these essential twenty-first-century skills. Data were collected through case study tests and analyzed to evaluate the differences in skill development between the two groups. The results indicate a noticeable improvement in the 6C skills among students engaged in STEM-based digital learning compared to those in STEM-conventional settings, with the former group achieving higher average scores across the skill set. These findings highlight the value of adopting STEM-based digital learning in elementary education to better prepare students with the competencies necessary for their future. This research underscores the positive influence of innovative learning models on developing critical life skills in elementary school students.

Трансформация гражданственности студенчества в «переломное время» (на материалах фокус-групп и эссе студентов вузов Ростовской области в 2022 и 2024 гг.)

The article analyzes the opinions and civil positions of students of the Rostov region universities in the context of a Special Military Operation and a destructive ideological war of the collective West against the Russian Federation. Based on the materials of the focus group and essays of the Don students in October – November 2022 (8 groups) and in April 2024 (6 groups, 203 essays), the life-forming factors of student youth are described: life, peace, humanism, family and immediate environment, collectivism and mutual assistance, historical memory, small homeland, patriotism. The events and factors that influenced the moral and social state of the Don students are identified: confrontation with existential problems of war and peace, life and death; uncertainty of the future in the context of the inevitability of a Special Military Operation, cultural isolation of Russia, geopolitical risks and transformation of the world order. In the face of an existential choice, there is a rethinking of the value of family, an increase in the role of the immediate circle and small homeland. A targeted state policy of memory, glorification and memorization of the Special Military Operation participants creates the ground for an increase in the role of historical memory, the values of patriotism and citizenship, trust in the authorities and approval of political decisions. The perception of Western values becomes more critical; the severity of anxiety about the cultural, economic, political isolation of Russia is erased. The hypothesis about the existence of two models of citizenship of Russian students was confirmed: a) the first (civic consciousness as public-state patriotism) is associated with factors of sociocentrism, where there is an identity with one's family, ethnic group, small homeland, and civic identity with the Russian state is strengthened, associated with a sense of duty, responsibility and obligation to it; b) the second (global citizenship) is based on the principles of anthropocentrism with guarantees of observance of constitutional rights and freedoms, humanistic values and global citizenship, but without the individual's obligations to the state.

Implementation of Ideological and Political Theory Course Based on Problem-Based Learning Combined with Small Private Online Course teaching model to Enhance Learning Achievement and Citizenship of Chinese College Students

Background and Aim: Problem-based learning is a kind of targeted and practical learning for students to solve real problems. In the problem design stage, the design of problem scenarios is the core of problem-based learning. The concept of Small Private Online Course (SPOC) was first proposed by Professor Armando Fox, director of MOOC Lab at the University of California, Berkeley, and is abbreviated for Small Private Online Course. In this study, Problem-Based Learning combined with a Small Private Online teaching model were combined to generate a new teaching model. This teaching model emphasizes the role of the problem in the teaching process. Learning throughout the course is an open and dynamic system that can be adapted and improved based on feedback. The purpose of this study was; 1) To compare students’ learning achievement before and after learning through ideological moral and legal basic courses based on problem-based learning combined with the Small Private Online Course (SPOC) teaching model and 2) To compare citizenship of Chinese college students before and after learning through ideological and political theory course based on problem-based learning and Small Private Online Course (SPOC) teaching model. Materials and methods: In this experimental study, 50 students (one class) from Xi’an University were investigated. This study used test and self-evaluation forms given to students before and after learning through ideological and political theory education based on problem-based learning combined with small private online (SPOC). Data were collected and analyzed by means, standard deviation, and dependent sample t-test. Results: The results of the learning achievement before and after learning based on problem-based learning and small private online (SPOC) on ideological and political theory course, it was found that the mean scores of pretests of students’ learning achievement were 13.31(SD=6.860) and mean scores of posttests were 17.32 (SD=7.197). The post-test score of students' learning achievement was higher than that of the pre-test score at.01 level of significance. Moreover, the results of citizenship of Chinese college students found that the mean scores of pretests of citizen self-evaluation scores were 35.42 (SD=9.338) and the mean scores of posttests were 44.18 (SD=9.736). The posttest scores of citizenships of Chinese college students were higher than that of the pretest scores at.01 level of significance. Conclusion: The developed ideological and political theory course based on problem-based learning combined with small private online (SPOC) has a significant effect on improving the learning achievement and citizenship of Chinese college students.

Implementasi Integrasi Nasional Ditinjau dari Nilai-Nilai Kewarganegaraan dalam Upaya Mewujudkan Kesejahteraan Mahasiswa Prodi PGSD Universitas PGRI Adi Buana Surabaya

This research was conducted to find out how much National Integration is implemented in terms of civic values in an effort to realize the welfare of PGSD study program students at PGRI Adi Buana University, Surabaya. The importance of citizenship for PGSD study program students at PGRI Adi Buana University, Surabaya so that they have a strong grip on avoiding and solving national problems. This will support students to have basic competencies, namely becoming scientists who have a sense of nationality and love of the country, are civilized democracies, become citizens who are competitive, disciplined, and actively participate in building a peaceful life based on civic values. students as the nation's next generation of young people to provide national values and a comprehensive understanding of the archipelago, national resilience, rights and obligations as citizens, democracy, the constitution and human rights in facing challenges.

The Threefold Role of the University in Fostering the Energy Transition: The Case of Bologna and Its Cesena Campus

As acceleration toward the transition to a carbon-neutral energy production becomes an urgent imperative, universities are called to play a multifaceted role: to produce knowledge and cutting-edge research for the pursuit of energy transition; to transform infrastructures to promote circular economy practices and a more sustainable use of their building stock; and to promote energy citizenship through formal and informal education. The authors aim to move from these considerations to critically present some actions and programs in education, research, and campus operations in which the University of Bologna is engaged. The first part presents an overview of the role of universities in this transition, with a focus on the UI GreenMetric international standard for assessing the different dimensions of sustainability. In the core section, an empirical focus is provided on Bologna and its Cesena campus through three directions: the University’s multicampus sustainable strategy (campus operations), the relevant research–action projects on energy justice and the energy transition (research), and the EN-ACTION project to foster energy citizenship and behavioral change in students and citizens (education). This study concludes that the comprehensive approach of the University of Bologna in integrating sustainability into its operations, education, and research while fostering student engagement in energy citizenship, provides a replicable model for other institutions. It highlights the need for consistent and ongoing support to ensure the long-term impact and effectiveness of sustainability initiatives. The integration of social components and engagement with civil society is crucial for fostering a collective behavioral shift toward low-carbon systems, which can be further supported by interdisciplinary and transdisciplinary research approaches.

A sala de aula extramuros: o impacto da curricularização da extensão na graduação de Jornalismo

This study investigates the impacts of including extension credits in undergraduate courses on the training of journalists. It describes the work carried out by PUC-Rio Journalism and Citizenship students at the Fala Roça newspaper, in Rocinha, a favela in southern Rio de Janeiro. The theoretical research is supported by the concepts of the “community that comes” (Agamben, 1993) and the “external agent”, by the Canadian philosopher Kenneth Schmitz, as Raquel Paiva described in her work Espírito Comum: comunidade, mídia e globalismo (2003), which addresses relationships established by the partnership and the development of “responsibility” proposed by Mikhail Bakhtin (1895-1975) in the act of producing citizen journalism. This research shows that university extension enables the journalism discipline to train journalists who have “responsibility” and can effectively be social agents by transforming the society in which they live.

Folio thinking and digital literacy: Integrating social media and ePortfolios

AbstractThis chapter invites instructors to consider practices to help students explore the intersection of social media and academic digital spaces. It argues that doing so increases digital literacy and digital citizenship in students.

The Role of Higher Education Student Volunteerism in Community Service Through Student Citizenship Behavior

The Role of Higher Education Student Volunteerism in Community Service Through Student Citizenship Behavior

A Qualitative Study on Digital Citizenship Education in Primary Schools

In recent years, the number of studies related to digital citizenship has increased amidst the intense use of digital media. The literature, rich in theoretical and empirical examples related to this topic, provides a clear picture of contemporary society. There is little empirical research on digital citizenship education in the early school years. Thus, through this investigation, we aimed to collect qualitative data on the development of specific digital competencies and digital citizenship in primary school students. Therefore, the authors considered it appropriate to use the observation method in its participatory version. Over a year, a group of 29 pupils, aged between 6 and 7, formed the sample to identify how they would develop digital competencies and digital citizenship in the context of formal and non-formal learning experiences. To collect the necessary information, we used the observation protocol, conducted in the form of open-ended questions described by Gay, Mills & Airasian (2006). The results of the study showed that parental educational attainment, family structure, time spent online, and the type of device have an important impact on the development of digital competencies and digital citizenship in young learners.

Student satisfaction and co-creation behavior in game-based learning in the context of higher education

ABSTRACT Drawing on an increasing body of investigation on student satisfaction and the Service – Dominant Logic theoretical framework (SDL), this study focuses on student perception of the value of Game-Based Learning (GBL) and student co-creation behavior in Higher Education (HE). To understand how student co-creation behavior promotes the creation of mutual value for students and in what ways this perception of value may contribute to satisfaction, a survey-based study was conducted with a sample size of 356 respondents. Structural Equation Modeling (SEM) was used to test the proposed model. Our results show that student co-creation behavior during GBL has no impact on the overall satisfaction of students, although there is a positive relationship between student citizenship behavior and student perception of value. The results show that students’ optimal perception of GBL in the context of their HE experience positively impacts their satisfaction with GBL. Finally, drawing on the findings, several managerial implications are suggested for Higher Education Institutions (HEIs), mainly for educators and educational developers.

생성형 인공지능 활용 기술교과 교수․학습 프로그램이 중학생의 디지털 시민성 함양에 미치는 효과

The purpose of this study is to develop a learning program using generative AI in the information and communication technology area of middle school technology subjects and to investigate the impact of this learning experience on middle school students' Digital Citizenship. we developed a learning program using generative AI in the 'Communication Technology and Communication' section of the information and communication technology area of middle school technology subjects, and applied it to A middle school to determine whether it was effective in cultivating Digital Citizenship in middle school students. Quantitative and qualitative analysis were used, and pre- and post-tests were conducted on a single group. As a result of the study, information and communication technology learning using generative AI in the developed technology curriculum was found to be effective in cultivating Digital Citizenship in middle school students. The sub-factors of Digital Citizenship that showed effectiveness were digital security, empathy, digital social identity, and critical thinking. In addition, the effects and implications of the developed program were derived through analysis of students' learning outcomes, satisfaction, and opinions. In order to cultivate Digital Citizenship, learning using generative AI in the information and communication technology area of technical subjects was confirmed to have educational value and to be suitable for achieving achievement standards. It is expected that the technology teaching and learning program using generative artificial intelligence used in this study can be meaningfully used as a program to cultivate Digital Citizenship in middle school students. together. We hope that research will continue in various subjects to cultivate Digital Citizenship in middle school students, and that this study will be used as a reference for research on cultivating Digital Citizenship in technology subjects.

The Role of Citizenship Education in Building Global Citizens

This study aim for explore role education citizenship in form attitude tolerance students at school basic, with focus on integration values tolerance in curriculum, the role of teachers in the learning process, and influencing factors effectiveness learning citizenship for tolerance. Research methods used is approach combination between quantitative and qualitative, with participant form student class school basics who follow the learning program citizenship. Research result show significant improvement in attitude tolerance student after following the program, especially because integration values tolerance in curriculum, roles active teacher in inclusive learning, and the environment supportive school. In conclusion, it's important education citizenship in promote attitude tolerance among student school base very important, and factors like design relevant curriculum, positive teacher role, and environment supportive school hold role key in create environment conducive learning for growth attitude tolerance student. Although thus, a challenge like limitations source power and resistance to values tolerance need overcome through proactive and solution-oriented strategies for increase effectiveness learning citizenship for tolerance.

Influence Citizenship Education Learning in Grow Attitude Tolerance to Students in Elementary School

This study aim for explore role education citizenship in form attitude tolerance students at school basic, with focus on integration values tolerance in curriculum, the role of teachers in the learning process, and influencing factors effectiveness learning citizenship for tolerance. Research methods used is approach combination between quantitative and qualitative, with participant form student class school basics who follow the learning program citizenship. Research result show significant improvement in attitude tolerance student after following the program, especially because integration values tolerance in curriculum, roles active teacher in inclusive learning, and the environment supportive school. In conclusion, it's important education citizenship in promote attitude tolerance among student school base very important, and factors like design relevant curriculum, positive teacher role, and environment supportive school hold role key in create environment conducive learning for growth attitude tolerance student. Although thus, a challenge like limitations source power and resistance to values tolerance need overcome through proactive and solution-oriented strategies for increase effectiveness learning citizenship for tolerance.

The Role of Extra-Curricular Activities in Promoting Citizenship Among Post-Basic Education Students in the Sultanate of Oman

The study aims to examine the levels of the role of extra-curricular activities in developing the values of citizenship of post-basic education students in the governmental schools of Dhofar Governorate in the Sultanate of Oman, and the measures to enhance it as seen by their principals. In order to achieve its objectives, a descriptive approach and survey analysis were used, with a comprehensive enumeration of all managers, and a questionnaire tool. Its most important results were: 1- The levels of the role of extra-curricular activities in developing citizenship values among students in its four areas (loyalty and belonging - community participation - national rights - national duties) were generally very high; According to the overall arithmetic mean (4.40). 2- There are no statistically significant differences between the sample's responses about the levels of the role of extra-curricular activities in developing citizenship values in their fields, according to the gender variable. While there are statistically significant differences in the development of the values of the field of national rights among students among the responses according to the variable of nationality, which is in favor of Omanis, and there are statistically significant differences in the development of the values of the field of community participation between the responses according to the variable of practical experience and in favor of the most experienced category of managers, then followed by medium experience Finally, the category of people with little experience.

Exploring the nexus between digital competencies and digital citizenship of higher education students: a PLS-SEM approach

Exploring the nexus between digital competencies and digital citizenship of higher education students: a PLS-SEM approach

Critical global citizenship of high school students in Indonesia and Japan

The COVID-19 pandemic has prompted a review of global citizenship and education to tackle global injustices. This study investigates the impact of school education and the national curriculums on students’ attitudes towards global citizenship and examines the features of critical global citizenship among Indonesian and Japanese students. According to a questionnaire survey, students in both countries had high levels of altruism, empathy and non-violent aspirations of the collective and low levels of fairness of rewards and non-violent aspirations of the personal. Indonesian students had a higher sense of personal and national responsibility; however, they did not recognize the structural violence of poverty. Japanese students recognized poverty as structural violence; however, they were uninformed about global human rights and lacked a sense of personal responsibility in global issues. Online international education and curricula should be improved to enable students to understand global issues and adopt a sense of responsibility towards them.