Citizenship Education Research Articles

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING PADA MATA PELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN TERHADAP HASIL BELAJAR SISWA

This research is motivated by the very low student learning outcomes in citizenship education subjects. The reason for the low student learning outcomes is because teachers are only focused on applying conventional learning methods. To overcome these low student learning outcomes, it is necessary to apply an appropriate learning model, namely the Probing Prompting learning model. The purpose of carrying out this research is to determine the effect of the Probing Prompting learning model on student learning outcomes. This research uses a quantitative approach with a quasi-experimental method. The sample for this research was class VII-A with a total of 34 students and class VII-B with a total of 33 students. The instrument used is a learning outcomes test which is divided into two, namely the initial test and the final test and documentation. Based on the results of data processing that has been carried out and hypothesis test calculations, =5.4 and , =1.68. This shows that the value >, then Ho is rejected and Ha is accepted. So it can be concluded that there is an influence of the Probing Prompting learning model on student learning outcomes. This is because in the learning strategy there are several suggestions, namely 1) subject teachers should apply the Probing Prompting learning model because it can improve student learning outcomes. 2) there is student involvement in learning activities in class. 3) students are able to think actively

Learning from the streets: a state-of-the-art review about Linguistic Landscapes and Global Citizenship Education

In this article we discuss how Linguistic Landscapes (LL) as a pedagogical tool can be applied in the framework of Global Citizenship Education (GCE). We explore the pedagogical use of LL, which are the visible representation of multilingualism and diversity in public spaces, and their role for GCE practices. Research about LL has revealed their potential to support the development of students’ critical awareness of diversity, empathy towards culturally and linguistically diverse others, and agency for Social Linguistic Justice. The article emphasizes the synergistic relationship between GCE and LL. Through a comprehensive state-of-the-art literature review in both fields, in this article we argue for the potential of using LL as a pedagogical tool to promote GCE. Our conclusions underscore the potential of LL as a pedagogical tool that can support students to become critically informed, empathetic, and actively engaged global citizens, thus contributing to a more sustainable world.

Editor’s note: Unveiling the Pedagogical Advantages of Linguistic Landscapes: Insights from Secondary School Students, Teachers, and Field Experts

This monograph extends an invitation for the continued exploration of Linguistic Landscape (LL) as a valuable instrument in secondary and higher education classrooms. The research presented here underscores the benefits of LL in both foreign language and global citizen education (GCE) settings. This volume comprises a collection of five articles that delve into the utilization of LL as an educational tool, along with an interview featuring four LL experts. The articles within this collection offer diverse perspectives stemming from various educational contexts, including secondary school students, in-service secondary school teachers, and university lecturers.

Preparing teachers for critical global and democratic practice: shifting inquiries into the teaching of democracy and global citizenship in teacher education

AbstractThere is an ongoing and increasingly pressing need to prepare teachers and students for a still globalising world. Such work requires that we contemplate how we are preparing learners to think globally and embody critical practices of citizenship. Much work has been done in this space yet there is little work that focuses on teacher educators and their respective views of global citizenship education, the primary paradigm through which the global context and civic action converge. Recognising the important role that teachers play in this educational process and the evolving nature of the notions of citizenship and democracy, this project focuses on Initial Teacher Education (ITE) to understand how teacher educators envisage their roles in preparing pre-service teachers (PSTs) to teach about democracy in schools. To learn how teacher educators understand global citizenship education as part of their research and teaching, we undertook a small case study wherein we interviewed teacher educators to solicit their views of global citizenship education. Through a presentation of the voices of teacher educators, we argue that there is a pressing need for those working in global citizenship education to consider how to better support teacher educators to navigate what we argue are two consistent themes: (a) a complex and unclear conceptual terrain that teacher educators find themselves navigating and; (b) an ever increasing set of regulatory and institutional hurdles that make enacting critical global citizenship challenging.

Pemanfaatan Aplikasi Tik Tok Bagi Mahasiswa dalam Pembelajaran Pendidikan Kewarganegaraan di Universitas PGRI Semarang

This study aims to see how the use of the Tik Tok application for students in learning citizenship education at PGRI Semarang University is one way to increase creativity in utilizing the latest learning media in accordance with the times and increase student creativity and interest in learning in following the ongoing learning process. This research is a qualitative descriptive study with the subject of 14 students of Physics semester 3, PGRI University Semarang. The results of the study show that 1) the Tik Tok application as a learning medium supports the learning process 2) the Tik Tok application as a learning medium for civic education materials gets a positive response from students. The conclusion of this research is that the Tik Tok application is an application that can be used as a learning medium in the learning process and this application also gets a positive response from students regarding its use as a learning medium for civic education materials

African values as natural drivers of global citizenship

This article discusses the place of the concept of global citizenship within the context of African values. It holds that if the modern concept of global citizenship education as espoused by UNESCO and other global organisations is relatively recent, the same concept is ancient within the context of sub-Saharan Africa and it is subsumed within African values. The article argues that the search for a universal theory of global citizenship education is yet to yield any positive result and it critiques the three methodologies so far adopted in promoting global citizenship education across the world. The article concludes that whilst modern global citizenship education is tied to the material world and the benefits derivable therefrom, the concept of global citizenship education advanced by at least five African values is rooted in the depth of humanity from where it rises to smoothen human relations and sooth the pains caused by human avarice.

Проблемы устойчивого развития в аспектах мирового энергопотребления и экологической грамотности населения

The Stockholm Conference of 1972 set a set of tasks for the governments of different countries aimed at reducing the anthropogenic impact on the natural environment. The current economic and environmental activities of modern countries are examined using the examples of India, Germany and Russia. India and Germany, which have economies of different levels of development, have a similar need for traditional heat and power resources to ensure sustainable development of the national economy and the implementation of environmental tasks set for the countries by their leadership. Russia is in an advantageous position, having large reserves of fuel and energy resources, allowing it to be independent in choosing development paths. Aware of its responsibility to future generations, our country is actively pursuing a policy of reducing its impact on the environment. The international community of scientists and experts has articulated the major human impacts in 2022, highlighting global warming, biodiversity loss, deforestation, plastic pollution, air pollution, especially greenhouse gases from agriculture, and poor government governance. There are huge food losses due to overproduction and large amounts of food waste amid nearly a billion hungry people in the world. The problem of “fast fashion” is identified, which leads to the generation of significant amounts of fabric waste, including synthetic ones. The last two problems are associated with excessive consumption of a significant part of the world's population, which contradicts the general interest of the population in the environment. The marketing policy of organizations using images of nature protection, aimed at the emotions of people who do not have a holistic picture of the world, a penchant for critical analysis, or sufficient knowledge in the field of environmental and natural sciences, is called “greenwashing”. Countering this policy, aimed at increasing consumption under the slogans of reducing the anthropogenic impact on nature, should be based on a consistent government policy to increase environmental consciousness, education and upbringing of citizens.

Understanding how to develop an effective role-modelling character education programme in Saudi Arabia

ABSTRACT Global citizenship education (GCE) has been placed as a target within UNESCO’s SDG 4 – Quality Education, and although GCE and education for sustainable development (ESD) are highly interlinked, a detailed interpretation of what this means in a formal educational setting is limited. It can be argued character education (CE) could be one of the mediums to provide students with the appropriate skills for a sustainable future, as CE involves developing moral values to allow individuals to feel responsible for creating an equitable future for society. Countries in the GCC are developing new long-term development plans and reforms to align with the Sustainable Development Goals, including education. Thus, this paper examines the best methods for implementing a role-modelling character education programme in Saudi Arabia to help nurture children and young adolescents’ moral values, considering the Islamic cultural and pedagogical context in the region. This is based on the findings from a qualitative study that used 14 interviews and three focus groups with 17 participants, including parents, students, consultants, and teachers.

Direct judicial democracy as a constitutional and legal phenomenon

The scientific article examines direct judicial democracy as a constitutional and legal phenomenon.
 It has been established that conducting scientific research on the direct participation of the people in the exercise of judicial power requires the use of various methods and approaches to obtain objective information and understand this process. These include empirical research (collection of factual data related to court cases in which citizens participated, analysis of court documents, minutes of court sessions and other sources of information), study of legislation and legal acts regulating the participation of citizens in court processes, in order to determine the structure and scope of the rights and obligations of participants in court cases, the study of historical changes in legislation that relate to the direct participation of the people in the exercise of judicial power and their influence on modern judicial practice, sociological surveys and questionnaires (using structured questionnaires or interviews it is possible to investigate the opinions and beliefs of citizens regarding participation in judicial processes, their expectations and attitudes towards the judicial system in general), comparing court decisions and practices in different judicial systems or regions to identify similar and different characteristics in the impact of direct participation of citizens on the judiciary.
 It is emphasized that ensuring the independence of the judiciary and increasing its social responsibility to citizens through mass media and civil society are important components on the way to improving the justice system.
 It was noted that direct judicial democracy is a mechanism by which citizens take an active part in making court decisions, giving them the opportunity to influence the decision of cases. In this context, citizens become judges who participate in the consideration of specific cases, make decisions and determine punishment, if it is necessary.
 In summary, despite the advantages of direct judicial democracy, it is also accompanied by challenges and limitations, such as insufficient legal education of citizens, the possibility of manipulation and the need for significant resources to ensure the participation of citizens in judicial procedures. However, these limitations are not insurmountable and can be overcome through effective education and awareness programs, as well as by encouraging civic participation.

Postcolonial and Decolonial Perspectives on Democratic Citizenship Education

In this theoretical article, I argue that postcolonial and decolonial theories offer critical conceptualizations and important insights for democratic citizenship education. Starting with the concept of agonism, I explore how postcolonial and decolonial perspectives both build upon and challenge notions of radical democracy. I argue that both perspectives provide interesting starting points for critical thinking, an essential part of democratic citizenship education. The perspectives point toward a profound problematization and historicization of democracy as a concept, as a system of governance through questioning the nation-state, and as an ideal to valorize societies. Despite their similarities, the two perspectives suggest slightly different approaches to education. The postcolonial perspective presents a critical and constructive approach that aims to deconstruct Enlightenment ideas while using them as a foundation for promoting social justice. The decolonial perspective highlights the inherent connection between coloniality and democracy and emphasizes the need for politics and practices of refusal.

Optimizing citizenship education for ecological awareness: Analysis of the effectiveness of the lihat sampah ambil (LISA) program in environmental conservation

Given that the problems associated with waste pollution can result in air pollution and even natural disasters, waste pollution is an intriguing topic to examine. According to a number of estimates, Indonesia will produce 67 tons of waste in 2020, and this amount would likely rise annually. In order to prevent and develop students' environmentally caring character from an early age, it is necessary to create an environmental awareness formation program in the secondary school environment. This problem arises from a lack of public awareness and concern for the surrounding environment. To take this preventive action, SMP Dharma Pancasila Medan established the LISA (Lihat Sampah Ambil) initiative. This application was made based on the ideas of the PPKn teacher at the school. The LISA program has been running for one year at Dharma Pancasila Middle School in Medan. The implementation of the LISA program at Dharma Pancasila Middle School in Medan received positive results, although at the beginning of the implementation of this program there were several common problems that arose from students and teachers at the school. However, within one year of implementing the LISA program, the environment at Dharma Pancasila Middle School is now much cleaner than before, and there is no longer any rubbish scattered around the school environment.

The education of human rights in Japan: a comparative analysis of civics textbooks in senior high school between the 1970s and 2010s

ABSTRACT The education of human rights, or Human Rights Education (HRE), has been increasingly vital for the preservation and dissemination of human rights values in contemporary time. Japan, as an East Asian democracy, is not an exception. Yet there has been limited scholarship in English on the efforts that the Japanese government has invested in educating human rights through formal citizenship education. To what extent did (does) Japanese formal citizenship education value human rights concepts and address domestic human rights issues? This study approaches the civics textbooks of Japanese senior high schools published in the 1970s-2010s by adopting comparative content analyses. It suggests that, first, there is an increasing usage of human rights conceptual terms with Liberty as the most frequently found word in the textbooks. Second, however, limited knowledge and empowerment are provided when the human rights issues of three underprivileged groups in Japan – the Burakumin, the Ainu, and foreign residents – are taught. This study suggests the government to put greater efforts into educating students about domestic human rights issues. Future studies are also suggested to continue investigating the development of HRE in Japan and to locate the reasons behind the reluctance in teaching domestic human rights issues there.

Achieving sustainable development by promoting Global Citizenship Education (GCED): the role of school principals

ABSTRACT This study explores the role of Omani school principals in promoting global citizenship education (GCED), and the challenges they face integrating it into the school environment to achieve sustainable development. Eight principals in Oman participated in in-depth interviews. The findings revealed that the principals find the concept of GCED vague. Although they promote GCED values, they do so unintentionally. They emphasised that their leadership activities and roles include implementing GCED to make the school environment safe and appropriate for transforming learners into global citizens. In addition, their roles in promoting GCED extend beyond the specific responsibilities articulated by policies and regulations.

Education for citizenship: Integrating social sciences into the university curriculum

In contemporary society, characterized by rapid technological advancement, university curricula need to be adapted to emerging political, social, scientific, and technological changes. In this context, citizenship education acquires fundamental relevance by integrating various educational purposes that offer comprehensive training focused on the student and oriented toward the future. This study delved into the teaching of social sciences in different university disciplines, using the Science, Technology, and Society (STS) approach, and was supported by surveys and interviews carried out with managers and teachers of three educational institutions. Curriculum adjustments are proposed that enrich citizen training through the integration of social sciences in STS activities. The results obtained highlighted the fundamental role of social sciences subjects in various university careers as an essential component of the training of future professionals, preparing them to face the challenges of a globalized world.

Damage costs from invasive species exceed management expenditure in nations experiencing lower economic activity

While data on biological invasions and their economic toll are increasingly available, drivers of susceptibility to damage and cost-effectiveness of management in reducing long-term costs remain poorly understood. We used data describing the damage costs of, and management expenditure on, invasive species among 56 nations between 2000 and 2020 reported in the InvaCost database to test the overarching hypothesis that higher-income nations and those with higher trade volume have a higher efficiency to limit the damage incurred by invasive species by spending relatively more on management. We also tested whether nations with (i) more corruption have a reduced capacity to manage invasive species, leading to relatively higher damage costs, (ii) more educated citizens or greater technological and scientific output allow for improved incentives and ability to manage invasive species, thereby reducing relative damage costs, and (iii) economies based on higher primary resource dependencies (e.g., agriculture) are at greater risk of incurring high costs of invasive species, and so all other conditions being equal, have higher relative damage costs compared to management expenditure. By focusing on the ratio between damage costs and management expenditure, we analyse the willingness of countries to invest in management as a function of the extent of the damage suffered. We show that economic activity, measured by the volume of trade, is the main determinant of this ratio — the greater the volume, the smaller the ratio. We also found a higher rate of increase in the damage:management ratio as a country's proportion of total land area devoted to agriculture increased, suggesting that a higher economic dependency on agriculture predisposes a country to greater damage costs from invasive species over time. When considering the proportion of total costs identified as damage-related, results indicated that higher government investment in education produced higher proportional damage, and lower corruption and lower trade volume both reduced proportional damage. Our overall results suggest that wealthier nations with high per-capita imports of goods and services are more susceptible to damage, but also have a greater capacity to reduce it, and are therefore less threatened by biological invasions than countries with fewer resources and lower imports.

Contemporary Advancements in Education for Sustainable Development: A Qualitative Outlook

Education plays a pivotal role in advancing sustainability on a global scale. It serves as a crucial vehicle, offering individuals the understanding, means, and benefits necessary for achieving sustainable development. Sustainable development, at its core, seeks to meet present needs without compromising the ability of future generations to fulfill their specific requirements. This approach integrates economic, social, and environmental considerations, forming a shared foundation for all. Education for sustainability harnesses the entire educational system to equip students with the knowledge and skills needed to catalyze societal transformation toward a sustainable future. An integral aspect of sustainable development involves recognizing and respecting the positive heritage and legacy bestowed by past generations. Education for Sustainable Development (ESD) embodies a dynamic concept that envisions a new educational paradigm balancing human and economic well-being with cultural traditions and a profound regard for the Earth’s natural resources. ESD emphasizes the significance of learning in fostering a transition toward sustainability. It encompasses a range of educational facets, including citizenship education, the cultivation of a culture of peace, gender equality, respect for human rights, health education, population education, and the prudent management of natural resources. The transformation of education into a constructive tool is crucial for instilling awareness among students and global citizens alike. ESD employs transdisciplinary educational systems to cultivate ideas for continual learning, instill respect for human needs harmonized with sustainable resource use, and foster an awareness of global solidarity. By encouraging individuals to make decisions that shape the long-term future of the economy, ecology, and social welfare, ESD emerges as a practice of learning how to maintain equilibrium between humans and nature. In essence, education for sustainable development provides a pathway to harmonize the delicate balance between humanity and the environment, contributing to a future where both can thrive in tandem. Keywords: Education, Sustainability, Education for Sustainable Development, Transformation, Transition, Awareness, Gender Equality, Social Welfare, Environment

Reasonable accommodations and security agendas in multicultural societies: Secular and faith-based approaches to citizenship education in Canada, France and England

In liberal democracies citizenship education is a form of secular worldviews education that focuses on politics and promotes human rights as universal principles. Canada, a bilingual federal state with connections to both Britain and France, illustrates both a liberal nationalist approach, comparable to Britain, in the Anglophone provinces, and radically secularist policies, comparable to France, in the province of Quebec. In a context of global migration and demographic diversity, Canada was a notable pioneer in developing educational responses to its state policies of multiculturalism and human rights. Canadian scholars Charles Taylor and Will Kymlicka developed theories of recognition and reasonable accommodation that accepted religion as both a marker of identity and a set of principles to inform behaviour and decisions. However, national security agendas have also driven education policy in Canada and Europe in response to terrorism motivated by ideological interpretations of religion. Security concerns curtail freedom of religious expression in secularist traditions but also in liberal traditions that recognise the salience of religion. The article argues that education for cosmopolitan citizenship challenges security agendas based on promoting nationalism and that recognition and reasonable accommodation are more likely to promote social cohesion and preserve traditions of democracy and human rights.

Anti-corruption Education Learning Application

Efforts to optimize anti-corruption education can be made through the development of interactive media in learning. Through these media, it is hoped that learning will become more meaningful and develop students’ potential as learners. The formulation of the problem in this research is, how to make interactive learning media for anticorruption education? The research objective to be produced is to find out the creation of interactive learning media for anti-corruption education. This study uses the waterfall method which consists of the stages of analysis, design, implementation, testing, and maintenance. The approach applied is qualitative by collecting data using literature study techniques and documentation studies
 Keywords: citizenship education, anti-corruption education, interactive learning media

Social Studies and Citizenship Education: Its Role in Entrenching Right Democratic Values in Students

This paper investigated social studies and citizenship education’s role in entrenching right democratic values in students. Over time, there has been expressed dissatisfaction by the Edo people that the government officials and representatives do not reflect public choice. There are also situations where individuals show up for voter’s registration and still fail to vote when the time comes. Nigeria has continuously been plagued by electoral malpractices and a whole lot of misconduct which gives the impression that social studies education has not made a remarkable impact. The paper examined the concept of social studies, civic and citizenship education, attitude towards voters’ registration, attitude towards the rule of law, attitude towards voting, attitude towards the electoral process and good governance in Nigeria, and concluded that social studies curriculum content be broadened to address the issues of political education.

Citizenship education within the context of increasing diversity and under the threat of deteriorating democracies: the case of Türkiye

Citizenship education within the context of increasing diversity and under the threat of deteriorating democracies: the case of Türkiye