Global Citizenship Education Research Articles

STUDENTS’ USAGE OF CHATBOT IN WRITING ASSIGNMENTS: ISSUES RELATED TO ACADEMIC INTEGRITY

The rise of artificial intelligence (AI), like ChatGPT chatbot, has generated heated discussions in the education field. While ChatGPT has gained popularity among students for its ability to provide instant and lengthy responses to academic questions, several teachers and researchers have voiced concerns regarding the authenticity and quality of the AI generated or facilitated works. This study investigates students’ attitudes towards using chatbots, their common practices of using chatbots in writing assignments, and the impacts on academic integrity. A questionnaire was issued to 80 first year students enrolling in a Global Citizenship Education course (in which students have Academic Writing module) at an international university in Hanoi. After that, 30 of these participants were interviewed. The preliminary data analysis revealed that while students had overwhelmingly positive attitudes toward the tool, they lacked a thorough understanding of the risks involved in using the chatbot. The study aims to contribute to the conversation of using AI in education as well as provide recommendations for promoting academic integrity while using Chatbots and similar tools. It calls for due attention be paid to developing procedures for or best practices of using Chatbots in the classrooms without compromising authenticity and academic integrity.

What do you need to know to live in the world? Global educational reform and the democratisation of knowledge

ABSTRACT This paper is an interpretive study of a Global Educational Reform Movement marshalling Global Education, Global Citizenship Education, Global Competence and twenty-first Century Skills in response to the problems caused by capitalist globalisation and a technological society. What kind of knowledge is being endorsed by this educational reform movement? Using Critical Discourse Analysis this paper shows that Interpretivist methodological capability is part of what GERM actors think you need to know to live in the world. This raises a puzzle: why are technocratic organisations engaged in metrological politics endorsing interpretive methodological capability? GERM is content driven and despite many well founded critiques, needs to be theorised under the rubric of Global Knowledge Politics. I employ the concept ‘knowledge monopolies’ from Canadian Political Economist Harold Innis as a way of theorising the complexities of GERM. My study points to the necessity for a conversation about the democratisation of knowledge.

Professional Development Workshop on Global Citizenship Education Experiences of University Teachers

The purpose of the study was to assess the experiences of teachers about professional development workshop on global citizenship education (GCE). The workshop as a research method (Ørngreen & Levinsen, 2017) was used for conducting this study. The workshop was of 04 days duration. Twenty-one regular university teachers were participants of the workshop. No prerequisite experience with GCE was required for attending this workshop. The workshop involved sessions on thematic dimensions and learning domains of GCE, integration of GCE in the curriculum and teaching-learning process at the university level, and facilitating safe and productive dialogue in various learning environments. Field notes and the feedback form were used to collect data about the workshop content and the experiences of the workshop participants. Data were analyzed through descriptive and inferential statistics. The study results showed that the faculty members found the workshop content relevant and useful, and the workshop instructional experiences and the arrangements as helpful and effective. It is recommended to adjust the training content and duration according to the needs of the faculty members in future workshops. The study results may be helpful to arrange professional development opportunities for university teachers in future.

U.S. and Mexican college students’ perceptions of global citizenship education: a comparative case study

ABSTRACT This comparative case study sought to gain insight into the perceptions of pre-service teachers in Mexico and the United States on global citizenship education. Ten pre-service teachers from the U.S. and 11 from Mexico were purposefully selected. Data were collected using open-ended semi-structured individual and focus group interviews and discussion posts. The findings of this study identified that U.S. pre-service teachers had moderate access to citizenship education in the K-12 schools, while Mexican pre-service teachers had very limited access to citizenship education. This influenced each participant’s perception of global citizenship. However, all student participants expressed an awareness of a global society and the need for K-12 and higher education students to have access to a global citizenship curriculum. They asserted that all students need to possess a culturally sensitive global mindset that would enable them to view events through a critical and analytical lens, thereby allowing them to make decisions and advocate for changes that create a more socially just world.

Motivation and Learning Conceptions That Matter When Considering Global Citizenship Education

35 undergraduate students enrolled in a Primary Education Program participated in an innovation activity consisting of creating an ideal school and promoting a global citizenship education. The students completed a survey in which they evaluated the lesson they received from their peers in terms of motivation and the type of activities carried out in terms of the learning conception promoted. We followed a quasi-experimental pre-test-post-test design using a Wilcoxon signed-rank test. Results observed a significant increase in only in meaning motivation. Athough no significant shifts in learning conceptions were found, there was a trend toward interactive and applicative learning approaches.

Global citizenship education in emergencies: a comparative analysis of curriculum materials for migrant students in Thailand

ABSTRACT Global Citizenship Education (GCE) has increased significantly over the past several decades, though little attention has been paid to GCE in emergency contexts in the Global South. This study seeks to address this gap by comparing how GCE is represented in curriculum materials at public and private schools with migrant and refugee students in emergency contexts on the Thailand/Myanmar border. We employed a modified version of Oxley and Morris’s (2013. “Global Citizenship: A Typology for Distinguishing Its Multiple Conceptions.”) conceptual framework to conduct this mixed-methods study that applied content and critical discourse analysis to curriculum materials to explore how GCE representation differs between school types. Curriculum materials were found to differ significantly by school type and publisher, where internationally produced curriculum materials used in private Migrant Learning Centers (MLCs) were more oriented towards advocacy based GCE and recent global issues compared to those used in Thai Formal Public Schools (TFPS) which were more oriented towards conservative formulations of national Thai citizenship. Findings also suggest that multicultural representations were common, but presented without important sociopolitical context.

Art Project Virtual Reality for Global Citizenship Education

AbstractThe recent COVID-19 pandemic situation, where people's mobility has been reduced and compromised, has highlighted the need to acquire new technical skills and develop new educational plans that allow students to continue to enjoy different places and learn without having to move. In order to respond to this scenario, many schools are turning to Virtual Reality (VR) as a technology that allows students to experience a variety of experiences and destinations around the world without having to leave the classroom. Moreover, such technology can also be a way to better educate primary and secondary school students about the changing world we live in an innovative, modern and engaging way. The ART Project aims to connect VR methodology with global citizenship and arts education, thus enabling the online teaching of global citizenship, including art and culture, in an engaging and creative way. Specifically, the main objective is to offer a special training model that can guarantee access to art and culture through VR technology. In this article we present two main objectives derived from the project, which are to provide innovative global citizenship education to explore, discover and stimulate students' interest and to enable the possibility for teachers to contribute to the development of teaching materials and the presentation of this material on the platform.

Los Entornos Innovadores de Aprendizaje como respuesta a los retos educativos del siglo XXI

This article reflects on the opportunity presented by Innovative Learning Environments (ILEs) in addressing the challenges of the 21st century. To achieve this, it outlines the characteristics of these learning contexts based on various international and national studies and initiatives, correlating them with the challenges identified in different institutional documents. Innovative Learning Environments represent an educational context designed for pedagogical innovation. While there is no universal definition, they are highlighted as spaces that combine innovative design with student-centered educational practices. Emphasis is placed on flexibility as a key attribute that allows spaces to be adapted for both individual and collective learning, fostering interactivity and creativity. Digital technology, present in these environments, takes on a discrete yet essential role as a resource to support learning. The relationship between Innovative Learning Environments and the educational challenges of the 21st century is highlighted, primarily identifying five of these challenges: global citizenship education, promoting inclusion, developing student-centered educational programs, utilizing multidisciplinary collaborative practices, and fostering well-being in educational environments. In conclusion, Innovative Learning Environments represent an innovative pedagogical approach that incorporates flexibility, discreet technology, and student-centered practices to address current educational challenges, promoting personalized, competency-based, inclusive, and collaborative learning, all within the framework of well-being.

제주 4·3을 통한 세계시민교육 적용 방안

Objectives The purpose of this research is to explore the ways of application of Jeju 4·3 in global citizenship education.
 Methods For this purpose, this study analyzes historical reconciliation through overseas cases and proposes ap-plication of it in global citizenship education in terms of education policy.
 Results The analysis of historical reconciliation in overseas cases reveals two important implications for the direc-tion of Jeju 4·3 education. First, it is noteworthy that overseas historical reconciliation is closely tied to the level of civic consciousness. Second, history education should aim to foster global citizenship. Jeju 4·3 education can be emphasized as a tool for global citizenship education by connecting the lives of Jeju 4·3 bereaved families with peace and human rights education, preventing the banality of evil, taking action on citizenship of goodness, and expanding peace and the value of human rights in Jeju 4·3 into social education.
 Conclusions In conclusion, this research proposes several ways to incorporate Jeju 4·3 into global citizenship education. First, the role of citizens can be learned by designing ‘the road of citizen,’ which reflects the stories of people who showed citizenship during Jeju 4·3. Second, as a part of global citizenship education, the sig-nificance of Jeju 4·3 can be spread into everyday life through the value of peace, human rights and justice. Third, this significance of Jeju 4·3 can be expanded into a culture of caring for the socially underprivileged. Finally, pub-lic-private partnership through Jeju 4·3 can provide an opportunity to pay attention to current community issues.

Towards a critical pedagogy of global citizenship: Breaking the silence as a trained dancer in post-apartheid South Africa

AbstractThis article reveals a reflective journey of a dancer through unpacking two performances experienced over the course of two years. It examines and navigates ways of decolonizing oppressive dominance and investigating the ramifications of indoctrination in dance. It depicts how a trained dancer evolved and became more conscious by breaking the “culture of silence” and changed in becoming a more critical reflective dancer in a post-apartheid South Africa. This project aligns itself with global citizenship education (GCE) as it re/imagines traditional forms of civic and citizenship education in a more critical and decolonial perspective. In writing this paper, we are reminded of “the myriad shifts of thinking, strategies and back-and-forth debating” with each other and can also see our “encounters as a dance” (Waghid in Dancing with doctoral encounters: Democratic education in motion, African Sun Media, 2015). In breaking the silence surrounding dance and its conservative elements, we question the technocratic practices and accepted norms in the performance arts and the dancing arena. How does a classical dancer redress the colonial past in a performance arts classroom? The significance of this paper lies in the argument that decolonization becomes an imperative within GCE if one is striving for social justice and intends to commit oneself to a more equitable society where crossing borders must be a seamless act.

Global citizenship education curriculum through the lens of Indigenous knowledge systems: Perspectives from Ghana

Global citizenship education curriculum through the lens of Indigenous knowledge systems: Perspectives from Ghana

The Young Pioneers of Cuba: The Formation of Cuban Citizens through Civic Education

In this article, we contend that Cuba's civic education system is highly ideological, and the Cuban Communist Party's ideology strongly permeates citizens' social obligations towards the state, as imparted through civic education. The research demonstrates that the Cuban education system embodies a form of inclusive nationalism that offers a clear definition of membership within the collective society. As evidenced by our findings, Cuba has, through its Constitution, textbooks, and curriculum, played a crucial role in institutionalizing a particular concept of Cubanness, delineating what it means to be a Cuban citizen. However, the imposition of specific values through socialist ideology faces threats from the economic crisis and the influence of the internet, tourism, and social media on Cuban society. Interviews with informants have unveiled the challenges posed by the rigid and one-dimensional imposition of this particular ideology in schools, revealing tensions, discontent, and fractures in the politicized teaching. The article also compares civic education in Cuba with the progressive Critical Global Citizenship Education. This article is based on 6 weeks of fieldwork (September to November 2019) in Cuba, where civic education was explored in a 5th grade and a 9th grade school in Havana. The qualitative study was based on interviews with important stakeholders, observation of classes, and document analysis of the Constitution, the curriculum, as well as textbooks.

Integration of Global Citizenship Education (GCED) into Bhutan’s Curriculum: In-Depth Analysis, Alignment and Enrichment of GNH as a Framework.

Integration of Global Citizenship Education (GCED) into Bhutan’s Curriculum: In-Depth Analysis, Alignment and Enrichment of GNH as a Framework.

Challenges and Opportunities in Implementing Global Citizenship Education within the Indonesian Scout Movement A Qualitative Literature Review

Challenges and Opportunities in Implementing Global Citizenship Education within the Indonesian Scout Movement A Qualitative Literature Review

예비유아교사와 예비특수교사의 세계시민성과 세계시민역량 비교

This study is a comparative analysis of global citizenship and global citizenship competency between pre-service special education teachers and pre-service early childhood teachers, and is based on the subject's background variables(grade, gender, experience in global citizenship activities, experience in taking global citizenship education). A sample of 225 pre-service education teachers in the college of education was included in the study. The results of this study were following. There were no difference between the two groups of pre-service teachers in global citizenship competency. However, pre-service special education teachers's global citizenship were higher than pre-service early childhood education teachers. There were differences in knowledge among the sub-domains of global citizenship. The study findings indicated that the global citizenship and global citizenship competency were different according the major, grade, gender, global citizenship education's experience. Additionally, there were significant correlation between pre-service education's global citizenship and global citizenship competencies. These results will serve as basic data for those in charge of teacher training institutions to provide global citizenship education for prospective teachers in universities, and will further help develop various global citizenship education programs according to the characteristics of prospective teachers' majors.

생태 위기의 시대적 요청에 응답하는 한국가톨릭교회의 현실 진단과 신자 재교육 방향성 모색: 세계 시민교육(Global Citizenship Education)과의 접목을 통해서

[Objective] This study explores the direction of re-education of the faithful in the Korean Catholic Church, integrating global citizenship education in response to the contemporary demands of the ecological crisis.
 [Contents] This study first diagnoses the reality of the re-education of the faithful in the Church through data such as the ‘Statistical Analysis Report of the Korean Catholic Church’ and ‘Religious Consciousness and Faith Life of Catholics’, analyzes the practice of Pope Francis’ ecological theology and the response to the ecological crisis of the Korean Catholic Church, and proposes the idea of transforming the existing re-education of the faithful into a model of Catholic global citizenship education that revives the call of the times.
 [Conclusions] The re-education in front-line parishes must be a lifelong education for cultivating global citizenship(“Catholic civic education”) at the social and ecological levels, where the common consensus(“Synodalitas”) is realized through mutual learning. To achieve this, Catholic civic education should be actively utilized through various organizations and committees that engage in ecological environmental movements inside and outside the Church.

Review of Global Citizenship Education in Praxis: Pathways for Schools

Review of Schultz, A. & Blom, M. (Eds.) (2023). Global Citizenship Education in Praxis: Pathways for Schools. Multilingual Matters.

실천적 문제 중심 프로그램 개발 과정에 따른 초등 가정과 세계시민교육 내용체계 개발

The purpose of this study is to develop the global citizenship education program content system in the context of the 2022 revised home economics curriculum, recognizing the need for global citizenship education. The study is grounded in practical problem-based program. In the analysis stage, the educational trend requiring global citizenship education in the national curriculum was elucidated by analyzing the 2022 revised curriculum documents and future education documents related to global citizenship education. A framework for global citizenship education goals within home economics curriculum was designed. Accordingly, the educational goal of this curriculum, “Cultivation of family competencies linked to global citizenship competencies,” was established by posing the perennial question, “As a global citizen, what actions should I take for sustainable choices related to the living environment?” In the design stage, four key ideas in the “Living Environment and Sustainable Choices” domain of the 2022 revised home economics curriculum for elementary school were analyzed to derive practical problems. In the development stage, content elements were derived based on four criteria. This study is significant in analyzing the need for global citizenship education within home economics context by analyzing documents related to global citizenship competencies for the future and examining the 2022 revised curriculum's general framework and home economics education curriculum.

국제이해교육 관점에서 살펴본 유아교사의 세계시민교육역량 분석: 세계시민의식, 다문화의식, 공동체의식 간의 관계를 중심으로

국제이해교육 관점에서 살펴본 유아교사의 세계시민교육역량 분석: 세계시민의식, 다문화의식, 공동체의식 간의 관계를 중심으로

예술적 감성 양성을 통한 세계시민 양성과 음악교육 연구

After the Covid-19 pandemic, our society has gradually become more diverse in terms of culture, race, language, and religion. In the globalization phenomenon where interconnectivity is increasing at the level of different countries and individuals, the pandemic has brought the problem of ‘hatred’ to our society. We researched the search and formation of civic identity and capabilities amidst the globalization trend of change inside and outside the country. In this research paper, we conducted research focusing on philosophical discussions and important linking keywords such as music, emotional development and global citizenship, and attempted to understand the specific and essential purpose and meaning of global citizenship education, which is somewhat ambiguous but broad. I tried for it. So, this study asks: Why is music education necessary? What is music education based on artistic fusion? What is the relationship between music education and nurturing global citizens? Is it possible to cultivate global citizens through music education? I started with the question: Art education explores various possibilities to solve the social and cultural challenges facing the world today, and the purpose of art education is said to be to bring about culturally desirable results as well as individual aesthetic development. Music aims to naturally understand oneself within the socio-cultural flow and atmosphere based on a practical perspective and to find a philosophy of life within it, but in our school, education through education centered on academic performance and entrance exams is character education. is missing. There is no denying the fact that there are many problems in such educational settings, such as verbal and physical violence, group bullying, suicide, school maladjustment, peer relationship problems, and sexual morality disorder. We must cultivate emotions and sensibilities through music and strive to understand ourselves, others, society, and the world through aesthetic exploration, insight, and reflection in music..