Global Citizenship Competency Research Articles

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

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

The Teachability of Global Citizenship to Children through Empirical Environmental Education: Reflections from a Horticultural Project in a Spanish School

In a context defined by the internationalisation of educational policies and the supranational nature of school programmes, we highlight the desirability of promoting local strategies for teaching environmental sustainability in order to contribute to the formation of global citizenship in children. Based on the experience of a horticultural curricular project in a school in northern Spain, the aim of this article is to reflect on the need for socio-educational communities to transform the objectives of environmental education into tools with which children can co-responsibly build connections to modify or enrich their everyday concepts of caring for the planet. To do this, semiotic analysis of different official school documents is used as a key methodology. Our findings invite consideration of the fact that pedagogies designed to train children in global citizenship competencies should not be limited to the classroom or to reproducing the proposals of institutional documents. Rather, they should be based on the prior knowledge and experiences of all members of the community, above all, of the children. From this perspective, the promotion of empirical learning situations is essential for the acquisition of meaningful and appropriate environmental contents, in the sense that they allow children, as future global citizens, to recognise the ethical repercussions of their own actions and decisions.

Factors influencing global citizenship competencies: A structural equation model of adult learners in Taiwan

Compared to formal education, adult education is one of the most crucial systems for social education and lifelong learning. This paper examines learners' global citizenship competencies and analyzes the influence of demographic variables. Moreover, this article employs structural equation modeling by developing a survey instrument to measure global citizenship competence. The researchers sampled learners from community colleges in Taiwan, distributing 1,400 paper questionnaires, and receiving 1,280 responses. Research findings are: (1) Adult learners' performance in global citizenship competencies is uneven. Participation in multiculturalism, economic phenomena, and political organizations needs to be more advanced. (2) Adult learners' global citizenship competencies were significantly affected by demographic variables such as educational attainment, occupation, monthly personal income, and in an urban or rural area. (3) Results showed that the structural equation modeling is appropriate and has good explanatory power. Implications and suggestions are given at the end.

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.

Empowering Literacy Through Lesson Study: Unveiling the Transformative Role of Community-Based Learning

The aim of this research explores the transformative potential of community-based learning, within the context of Lesson Study. This study used collaborative classroom action research (CAR). By evolving literacy demands and the imperative of global citizenship education, emerges as a powerful pedagogical approach. The findings show that It empowers educators to take ownership of their teaching practices, engages students in meaningful learning experiences, and fosters reciprocal relationships with local communities. Through the cyclical process of inquiry, reflection, and iteration, it has led to enhancements in literacy skills, community engagement, and the cultivation of global citizenship competencies. This research delves into the intricate interplay between Lesson Study, community-based learning, and literacy development. The study examines how community-based learning enriches the educational experience by fostering a sense of belonging, cultural awareness, and a deeper connection to the world beyond the classroom. Through real-world examples and in-depth analysis, we unveil the transformative role of Lesson Study and community-based learning in empowering literacy. It can be concluded that using pedagogical innovation with practical application, educators equip students with essential skills and cultivate responsible citizens poised to tackle the challenges and embrace the opportunities of the 21st century.

Raising global citizens at home: Exploring a methodological approach

Views on how to balance the needs of humans and the environment differ widely. Global citizenship supports the transition to a sustainable society as the substantial and complex challenges facing the world transcend national borders. Global citizenship is a key response in contemporary higher education which aims to prepare students to address present and future challenges. We outline the design, international virtual collaboration, for an undergraduate course to develop students' global citizenship competencies. International virtual collaboration works as an open-source instrument that provides an inclusive, equitable and low environmental impact solution to the internationalization of university students at home. We explain an iterative Participatory Action Research methodology to develop and enhance the present and anticipated positive societal impact of the course. The positive societal impacts include reduced environmental impact (by reduced need to travel), improved partnerships (by better understanding of cultural differences that may make working together across borders difficult), quality education (by improved educational design and approach), equality and diversity (by improved access, lower cost, for education that develops global citizenship competencies).

INTEGRATION OF GLOBAL CITIZENSHIP COMPETENCIES IN GENERAL EDUCATION COURSES IN A HIGHER EDUCATION INSTITUTION IN LAGUNA, PHILIPPINES: BASIS FOR CURRICULUM INNOVATION

This study explored the extent of integration of global citizenship competencies (GCC) in General Education Courses (GEC) and its implications for curriculum innovation. The study employed a descriptive-correlational design. Stratified proportionate sampling was used to determine the 294 learner-respondents and total enumeration for 20 GEC teacher-respondents. Mean, standard deviation, and t-test for two samples assuming equal variance were used as the statistical tools in interpreting and analyzing the data. The findings of the study revealed that the GEC learning outcomes were attained to a “Very Great Extent” (M = 3.30, SD = 0.56), learners were “Moderately Aware” in the GCED core conceptual domains (M = 3.21, SD = 0.59), and the extent of integration of GCC by the GEC teachers in their curriculum was to a “Great Extent”, as assessed by the teachers (M = 3.16, SD = 0.47) and learners (M = 2.40, SD = 0.50) “Limited Extent”. Using t-test for two samples assuming equal variance, there is no significant difference in the assessment done by GEC teachers and learners. The findings suggest that there is a need to strengthen the integration of GCC thru curriculum innovation to introduce new ideas or practices that are new and different from those that exist in the prescribed GE curriculum. Therefore, the utilization of the developed enhanced curriculum guide is highly recommended.

What Do Bachelor of Indigenous Knowledge Systems Graduates Say About Their Curriculum? A Qualitative Tracer Study at the University of Venda

The main purpose of any degree, in any institution of higher learning is to create graduates with competent knowledge and abilities to deal with vital challenges that affect the country; any deviations to this purpose requires a review and rethinking of the whole system, such as a curriculum transformation. Grounded in a critical post humanist paradigm, qualitative reflective semi-structured interviews were held with 12 graduates to ascertain their experiences with the Bachelor of Indigenous Knowledge System (BIKS) programme delivery and content during their 4 years stay at the University of Venda. Responses from graduates indicated that BIKS’s strength depend within its multidisciplinary method. It also exposed the graduates to the work environment through integrated learning program, although, there were also sentiments that such exposure was insufficient and at times irrelevant. The experience of the students provided insights into what could be the focus of the revision of the curriculum to ensure global citizenship competencies, employability and or entrepreneurial acumen amongst graduates. One of the challenges of IKS, that the students drew attention to, was a lack of the curriculum’s capacity to beneficiate, as its focus was not sufficiently business oriented. Work-based learning and other forms of exposure might have to be revamped to enhance entrepreneurial skills and to ensure that students learn how to create thriving IKS inspired businesses to create employment opportunities amongst others.

The Effects of the Global Citizenship Education Project in English Subjects on the Global Citizenship Competency, Motivation, and Interest in English Learning of Middle School Students

The Effects of the Global Citizenship Education Project in English Subjects on the Global Citizenship Competency, Motivation, and Interest in English Learning of Middle School Students

Global Citizenship Competencies of Filipino Students: Using Machine Learning to Explore the Structure of Cognitive, Affective, and Behavioral Competencies in the 2019 Southeast Asia Primary Learning Metrics

While the Philippines is still building its global citizenship curriculum, there are global citizenship competencies already articulated in existing curriculum guides. Using data from a nationally representative sample of Grade 5 students in the Southeast Asia Primary Learning Metrics (SEA-PLM) assessment, we explored Filipino learners’ current global competencies. We used machine learning approaches to determine the best models to predict the six SEA-PLM global competency indices; models generated by Multilayer Perceptrons performed better than other techniques. Shapley Additive Explanations approach was applied to identify variables that had the most impact on the model of each global competency index. Some variables were important predictors across the indices: concern about pollution, feeling connected to people from other countries, beliefs about the importance of learning about other countries, how countries relate to each other, and how natural disasters in other countries affect the Philippines are variables that were associated with global competency indices. Willingness to participate in classroom debates also positively predicted the indices but willingness to participate in classroom elections negatively predicted indices related to knowledge and behavior intention indices. We discuss how patterns in Filipino students’ emerging global competencies can guide curriculum development.

The incarnation of global citizenship education in an Algerian secondary education textbook

This research examines the extent to which the Algerian secondary education textbook represents the ideals of global citizenship education. It targets the textbook coverage of GCE themes, and if the tasks’ objectives tackled global citizenship competency respectively. The present study is built on content analysis in which second-year English language textbooks are scanned. The study employs a combination of Sharma’s framework for value-creating global citizenship education and UNESCO’s (2015) framework. It also relies on the PISA framework for the evaluation of global competency. The findings indicate that this textbook sufficiently covers the themes of global citizenship education. However, it requires additions concerning updated trends to face climate change. The textbook activities focus on fostering the four dimensions of global citizenship education competency, with a particular emphasis on productive skills in which the pupils can have their approach to current global issues. Keywords: Algerian Textbook; EFL; Global citizenship; Global competency; Secondary education.

"청소년의 스마트폰 의존, 아버지 지원, 여가활용, 생애학습역량, 세계시민성역량 간의 구조적 관계: 초·중·고등학생 비교분석"

"청소년의 스마트폰 의존, 아버지 지원, 여가활용, 생애학습역량, 세계시민성역량 간의 구조적 관계: 초·중·고등학생 비교분석"

English

The purpose of this study is to evaluate the effectiveness of Global Citizenship Training Program (GCTP) prepared for teacher candidates. The training program lasted for 13 sessions and 32 volunteering Turkish teacher candidates participated in the program. The mixed method was utilized for this study. The pre-test and post-test scores of teacher candidates from “Global Citizenship Competency Perception Scale” (GCCPS) and “The Respect of Differences Scale” (RDS) make up the quantitative part of the study, while participant diaries and evaluation forms consisting open-ended items make up the qualitative part of the study. The results of the study reveal that GCTP has positive effects on teacher candidates' global citizenship competency perception and level of respect for differences. The diaries also show that the training enabled teacher candidates: to deepen their knowledge of global citizenship, to make a detailed analysis and inquire various issues like multiculturalism, women, children and handicapped individuals' rights, to develop their global citizenship competencies, to face their own bias and change their perspectives. Also, they expressed that the activities and materials used in the training were effective. Film activities, script writing and creative drama are identified as the most enjoyed activities by teacher candidates. Key words: Global citizenship, global citizenship training, teacher candidates, respect of differences, diaries. &nbsp

Global citizenship is key to securing global health: The role of higher education

Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. While personal responsibility is crucial, alone it is insufficient. We argue that one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Global citizenship competency has become an integral part of the higher education discourse; this discourse can and should be extended to include global health. A global citizen is someone who is (1) aware of global issues, (2) socially responsible, and (3) civically engaged. From this perspective, personal health is not solely an individual, self-serving act; rather, the consequences of our lifestyle choices and behaviors have far-reaching implications. This paper will argue that, through consciously identifying global health within the constructs of global citizenship, institutions of higher education can play an instrumental role in fostering civically engaged students capable of driving social change.

Considering World History as a Space for Developing Global Citizenship Competencies

This article addresses how we might teach for global citizenship in world history classrooms. Despite the name, secondary world history courses in the United States have not consistently focused on global interconnections, multiple perspectives, and inquiry into global issues. We explore why this might be, as well as suggest specific learning activities and curricular topics in world history that could help meet global citizenship goals.

Preparing Global Citizens for Leadership in the Textile and Apparel Industry

In a global society where textile and apparel graduates will be increasingly exposed to different cultures through their industry positions, it is important to ensure that they are educated to understand and behave as global citizens. The primary purpose of this article is to illuminate the need for including a global citizenship competency in the textile and apparel curriculum. The secondary purpose is to share classroom techniques and methods that have been used successfully to enhance undergraduate students' understanding of key issues for the textile and apparel industry and to have them analyze and address problems in the industry with globally responsible knowledge and behaviors.