Global Citizenship Education Research Articles

Global Citizenship and Global Political Instability Through the Lens of COVID-19

Abstract: The 21st century has been widely considered an era of globalization. Nevertheless, the outbreak of COVID-19 reveals that this ongoing interdependence not only brings opportunities for cooperation and common development but also global crises. In this turbulent world stricken by the pandemic, the significance of global citizenship, in which individuals identify themselves as citizens of the global village and collaboratively take actions to address global challenges, has been reiterated. This global citizenship awareness is expected to be developed through education so-called global citizenship education (GCE). Therefore, this paper sheds light on the importance of GCE for global political stability through the lens of the COVID-19 pandemic, particularly taking geopolitical dynamics into account. It starts by enunciating the COVID-19 pandemic as a consequence of the lack of global citizenship awareness and how it precipitates global political instability. It then goes on to explore how the pandemic contributes to the promotion of GCE at a societal level. Finally, back to the school level, it analyses how the pandemic acts as a motivation to expand and reify GCE, allowing students to be prepared for the unforeseeable challenges and ensuring global political stability in the future.

Exploring global citizenship education for preservice early childhood teachers in South Korea: critical reflections on transformative pedagogy through journal writing

AbstractThis study aims to reveal how the “Global Citizenship Education (GCE) for Preservice Early Childhood Teachers” course offered at a teacher education program in South Korea fosters critical reflection in preservice early childhood teachers. Of the 21 preservice early childhood teachers who registered for this course, 11 agreed to participate in the research. The participants were asked to submit journals after each class, and the researchers analyzed the content of the participants' journals, focusing on the aspects of key concepts, inquiry, and change. Participants’ journal entries reevaluate the notion of child-centered education, critique institutional biases, and offer a clarifying perspective on the limitations of “equality” in achieving happiness for all. Participants also critically analyzed anthropocentric perspectives and behaviors, exploring how their thinking, being, feeling, and acting were shaped. By illuminating the possibility of providing opportunities to encourage GCE and critical reflection, albeit on a small scale, this study is expected to encourage teacher educators to implement GCE for preservice teachers.

Student perceptions of global citizenship education in the university curriculum

ABSTRACT Given the pressing global challenges facing society, it is imperative that students are well equipped to contribute to solving problems, in an informed, ethical and meaningful way. This is the basis of global citizenship education, which is rapidly emerging in Higher Education policy as an important pedagogical philosophy and set of graduate attributes. We examined UK undergraduate student perceptions of global citizenship education (N = 202). Only 12.87% of students had come across the term global citizenship education, but a content analysis of their definitions demonstrated that they showed generally accurate understanding of the term. A thematic analysis of open-ended responses identified three dominant themes related to student perspectives on the concept of global citizenship education, (1) perceived importance of global citizenship education, (2) challenges within the conceptualisation of global citizenship and (3) perceived challenges with the subject-level implementation of global citizenship education. Implications for Higher Education policy and practice are discussed.

Critical reflection and global citizenship education: exploring the views and experiences of teacher educators

ABSTRACT Reflection and reflective practice are internationally recognised as vital and central dimensions of initial teacher education (ITE) programmes. Despite this, numerous studies have identified issues relating to the process and impact of reflection on pre-service teachers views and practices, with critical reflection frequently remaining elusive. Drawing on in-depth interview data with teacher educators (n = 5), this paper explores teacher educators’ experience, concerns and understanding of reflection within ITE and the relationship between reflection and Global Citizenship Education (GCE). GCE is UNESCO’s response to global inequality and unsustainability and when integrated appropriately and effectively in education settings, can contribute to teaching and learning activities that support learners to explore the wider world and our place within it. Drawing on the data, the paper questions the dominant and persistent approaches to engaging with reflective practice and (critical) reflection within ITE, raising important questions around what reflection is or should be, and explores, through the lens of GCE, some possibilities for future practice.

Pre-service teachers’ world history discussions: Distancing global citizenship, justice, and identity

In this qualitative multi-case study, we illustrate how three pre-service teachers from varying programs and social positions framed discussions in world history classrooms, and we discuss the broader narratives about the world their discussions communicated. Using critical theories of global citizenship education (GCE) and the Dynamic Systems Model of Role Identity (DSMRI), three primary data sources inform our analysis: observations of participants’ discussions, decision memos written while reflecting on their discussion facilitation, and semi-structured interviews. The three participants prioritized making discussion content relevant to their students. However, their facilitation practice ultimately contradicted such aims by favoring dominant and distancing global narratives, though this tendency went unacknowledged in interviews and while writing reflective memos. Our DSMRI cross-case analysis reveals how candidates’ role identities manifested in classroom discourse, with ontological and epistemological beliefs reliant on dominant global narratives. Despite varied personal experiences offering potential strengths for critical GCE teaching, participants’ self-perceived limited world history content knowledge appeared to condition their distanced and power-neutral facilitation approaches. By unconsciously relying on dominant narratives, teachers’ discussion facilitation positioned global issues firmly in the past and distant from students’ lived experiences and agency.

Membangun Wawasan Global Warga Negara Muda melalui Pendidikan Kewarganegaraan Global di Indonesia

This article aims to describe the global insights of young citizens and the conceptual framework of global citizenship education in Indonesia. This study uses a descriptive qualitative approach with a literature study method carried out through several stages ranging from collecting, analyzing, to interpreting data from various written sources, such as books, journal articles, research reports, and other documents. Global insight includes not only knowledge of international events, but also an in-depth understanding of how those events are interrelated and impact everyday life in different parts of the world. In this era, young people must be able to think critically and be adaptive to global changes, as well as have high social awareness to be able to contribute positively in a global society. Global awareness includes cultural awareness, interconnectivity, global identity, social responsibility and critical thinking skills. All these dimensions aim to equip youth with the necessary skills to participate in a global society and deal with international issues. In the Indonesian curriculum, global citizenship education needs to be integrated with relevant approaches through thematic learning, collaborative projects, and the use of technology, aligned with the standards set by UNESCO to encourage awareness and active participation in global issues. This approach includes a number of key elements designed to improve learners' understanding, skills and attitudes in an interconnected global context.

Peace education scientific literature scoping review

The United Nations Educational Organization proposes to adopt, among other things, theoretical and methodological frameworks related to education for peace and human rights to achieve Global Citizenship Education. This document aimed to identify, within an updated state of the art, available in open access and Spanish, which publications address peace education, focused on human rights knowledge, to continue with the line of research related to the training of peace-building agents.This documentary research exercise used the scoping review methodology.The results reveal the low number of scientific publications on peace education about human rights. Of the 88 articles reviewed, only eight resources present an approach to a possible linkage.This article seeks to help the educational community identify gaps in knowledge and research on peace education. As a result, more researchers will create future research projects and educational proposals focused on human rights, increasing space for discussion and scientific publications.

Establishing the ESD and GCEd system in higher education: Analyzing the holistic approach of Yonsei University in South Korea

Purpose: This study assesses the Global Citizenship Education (GCEd) and Education for Sustainable Development (ESD) initiatives at the Yonsei Institute of Global Engagement and Empowerment (IGEE). The objective is to identify strengths and areas for improvement in promoting ESD and GCEd principles and contributing to the Sustainable Development Goals (SDGs).Design/Methodology/Approach: This research employs a comprehensive analysis framework to evaluate Yonsei IGEE's initiatives, including the "Understanding Sustainable Development with Ban Ki-moon" lectures, "Social Engagement Fund (SEF)" research program, "SDG Initiative," and "Global Engagement and Empowerment Forum (GEEF))." It considers objectives, environmental focus, pedagogical strategies, topic coverage, learning dimensions, and outcome measurement.Findings: Yonsei IGEE initiatives demonstrate strengths in terms of clear objectives, environmental focus, and pedagogical strategies. They complement each other, fostering synergy in promoting ESD and GCEd principles. The lecture series offers a holistic view of SDG issues, whereas SEF empowers students to address challenges practically. The SDG Initiative guides Yonsei's research community, and GEEF disseminates SDG knowledge and fosters collaboration.Originality: This study contributes originality in two aspects. First, it presents an innovative evaluation framework specifically designed to assess the diverse GCEd and ESD programs at Yonsei IGEE. This framework serves as a valuable tool for future evaluations of similar initiatives in higher education institutions. Second, the data and contents analyzed in this research, drawn from Yonsei IGEE's programs, are novel and provide unique insights into the efficacy of the GCEd and ESD efforts.

유아교사들이 경험하는 세계시민교육 실행의 어려움

The purpose of this study was to qualitatively explore the challenges experienced by early childhood teachers in implementing global citizenship education. To this end, two individual in-depth interviews were conducted with five early childhood teachers who had more than five years of field experience and had been implementing global citizenship education for over a year. Concepts were derived from the interview transcripts and analyzed through iterative re-categorization, and the following findings emerged. First, the teachers described the challenge of addressing politically sensitive and controversial issues while ensuring that children do not develop prejudices or stereotypes. Second, while teachers believed that global citizenship education can be implemented in early childhood education if the content and level are appropriate, they struggled with how to deal with complex and heavy topics such as war. Third, teachers experienced difficulties when addressing certain topics or conducting activities due to concerns about negative parental evaluations and precautionary measures taken by administrators. Fourth, teachers reported difficulties with not having an adequate support system and having to rely solely on individual teacher capacity and effort. Fifth, teachers wanted to go deeper into the topic of global citizenship, but experienced difficulties in sustaining and expanding young children's interest and excitement. The findings of this study are significant in that they provide a deeper understanding of the challenges of implementing early childhood global citizenship education and provide a basis for developing teacher support measures.

영어교육과 세계시민교육 융합 수업 사례에 대한 체계적 문헌 분석

This study analyzes 12 research papers focusing on the integration of English language education and global citizenship education (GCE) in South Korea from 2015 to 2024. The analysis reveals a predominance of research at elementary and university levels, while studies focusing on middle and high schools are comparatively scarce. Most studies pursued the dual objectives of enhancing English communication skills and fostering global citizenship awareness, with key themes including multiculturalism, human rights, and environmental issues. Teaching methodologies encompassed content-integrated learning, media-based learning, learner-centered approaches, and critical pedagogy. The effects of these integrated courses were global citizenship awareness and attitudes, English communication skills, socio-emotional and motivational aspects, and career and practical applications. Based on the research findings, the study discusses implications for future directions in integrated education.

A Study on Global Citizenship Education of Chinese Korean Learners : Focusing on the use of Korean Literature

A Study on Global Citizenship Education of Chinese Korean Learners : Focusing on the use of Korean Literature

Exploring the Experiences and Outcomes of Adults with Developmental Disabilities in Global Citizenship Education Programs

Exploring the Experiences and Outcomes of Adults with Developmental Disabilities in Global Citizenship Education Programs

Understanding global citizenship education in the classroom: A case study of teaching practices

The complexity of supporting teachers for Global Citizenship Education (GCE) in formal education contexts is widely recognised. Informed by classroom practice, this article documents a case study of three teachers to interrogate GCE pedagogy, and to contribute new insights to inform support for teachers. Previous research identifies factors that influence GCE teaching and learning, specifically teacher values, GCE orientations, and cultural and structural tensions. However, further insights drawn directly from teacher practice are required to understand more fully these complex and dynamic processes. Based on a qualitative study of upper secondary classroom practice, we analyse distinctive aspects of GCE and illustrate how and why GCE manifests differently across various classroom settings. Specifically, we consider the role of teacher’s ideological stances regarding the participatory nature of GCE and, consider how teachers can move from traditional, teacher-led approaches to more empowering experiences for students.

Re-visioning the GeoCapabilities project through the lens of critical realism with a focus on sustainable global citizenship

This article argues that the GeoCapabilities project should be rethought using the philosophy of critical realism. This would resolve issues that some of the project’s main actors regard as outstanding and shed new light on capabilities that are best met in a degrowth society where all actors fulfil their roles as sustainable global citizens. Doughnut economics and the foundational economy offer bridges to degrowth while new insights into the dimensions of sustainable global citizenship offer new pedagogical approaches to global citizenship education that complement those based on agonistic pedagogy. In conclusion the article suggests that the key priority for such education, whether delivered via geography, environmental education, or otherwise, is that it is founded on a critically realist philosophy of knowledge.

School practices and students’ perceptions of citizenship education in Madagascar

ABSTRACT Recent education reforms in Madagascar particularly highlight the need to reinforce Citizenship Education (CE) and align its curriculum to current global education policies, namely, Global Citizenship Education (GCE). The objective of this study is to explore school practices and perceptions of CE in rural Madagascar from the grassroots level to contribute to the discussion on decolonising GCE. Twenty-six students were interviewed and classroom observation was conducted at four high schools in the Itasy Region. Results show that despite the effort to introduce GCE in secondary education, students’ perceptions of citizenship are not about individuals enjoying or claiming rights and performing duties at the national or global level, but about members of the community cementing relationships and pulling together to (re)establish a harmonious ‘living together’.

Exploring Emotion in Global Citizenship Education : Focusing on M. Nussbaum's Capabilities Approach

Exploring Emotion in Global Citizenship Education : Focusing on M. Nussbaum's Capabilities Approach

Interdisciplinary collaboration: addressing global challenges through innovative learning strategies

In this era of globalization, students in Indonesia face increasingly complex challenges in understanding, addressing, and contributing to global issues. However, the existing curriculum often fails to provide adequate perspectives and skills to tackle these global problems. Therefore, this research aims to provide students with a holistic, practical, and relevant learning experience to address global challenges through a Team-Based Project strategy that integrates compulsory courses in higher education with a global citizenship education approach. Cross-curricular collaboration helps students see the interconnectedness of various disciplines, which is essential in addressing complex global issues. Survey results indicate a variation of views among student groups regarding their understanding of global issues. This innovative learning strategy utilizes principles of behaviorist theory, such as stimulus-response, positive reinforcement, and social interaction, to create an engaging, relevant, and responsive learning environment tailored to students' needs. Through involvement in joint projects focused on global issues, students are stimulated to contribute and take concrete actions in seeking solutions and bringing about positive change on a larger scale. Thus, this learning strategy is expected to enhance students' understanding, skills, and commitment to addressing global challenges in the contemporary era.

Learners’ attitudes toward language education based on cultural identities: global citizenship agenda in higher education institutions of Pakistan

PurposeEnglish is the language of global communication, worldwide mobility, job progress, and access to new information and research. Given the numerous roles that English plays in today's society, higher education institutes (HEIs) all over the world are pursuing English-medium education. For Pakistan, however, English-medium education is a colonial legacy rather than a deliberate choice. Research suggests that English-medium education is not devoid of controversy in higher education in Pakistan; nonetheless, students have to seek English-medium education in universities to compete with the world. In fact, being committed to SDG 4.7 Education for sustainable development and global citizenship, Pakistan is supposed to educate its citizens to become global citizens, for which English-medium education is essential. Given the fact that each of the five provinces of Pakistan has a distinct culture and sub-cultures, it is important to see how Pakistani students’ attitudes to English-medium education to become global citizens are different based on their cultural identities. Therefore, the present study aims to analyze undergraduates’ attitudes toward English-medium education based on their cultural identities to become global citizens.Design/methodology/approachUnder the quantitative research paradigm, the present research adopted a comparative design. One hundred and fifty undergraduates participated in the study. The data were collected using a 15-item questionnaire on a 5-point Likert scale, and it was analyzed using the Statistical Package for Social Science (SPSS) version 27.0.FindingsThe results of the study revealed that participants regardless of their cultural identities have positive attitudes towards English-medium education as they believe it to be a source of career development, and improvement of their language, communication, and interpersonal skills. The participants also did not see English-medium education posing any threat to traditional culture and local languages. The findings of the present study also revealed that there is no statistical difference across the different categories of cultural identity.Practical implicationsThe findings of the present study regarding students’ attitudes toward English-medium education will have implications for policymakers and university administration. Since cultural identity does not hinder acceptance of English-medium education, students’ positive attitudes can help policymakers promote multilingualism and English-medium education for career development. However, high-quality English language programs are crucial for maximizing the benefits. Likewise, positive attitudes of students towards English-medium education in Pakistan suggest students’ openness to intercultural dialogue. Therefore, university administration can further enhance student exchange programs for transnational research and development. Likewise, the study implies that cultural identity may not hinder English-medium education implementation in developing countries provided that practical benefits like career advancement and communication skill are emphasized.Originality/valueThe study is unique in the sense that it analyses undergraduates’ attitudes towards English-medium education concerning students’ cultural identities and global citizenship which have not been studied previously.

Global Citizenship Education and Its Role in Sustainability at the University Level

The contents linked to the Sustainable Development Goals (SDGs) should be introduced in studies in the field of education. This research analyzes the knowledge of the Sustainable Development Goals (SDGs) and the 2030 Agenda among 477 participants from the University of Murcia and the University of Valencia in the Degree of Primary Education, Social Education, and the Master of Teacher Training in the Faculty of Education. A descriptive–comparative methodology with a quantitative approach was used based on an ad hoc questionnaire. The educational intervention included theoretical–practical modules on the SDGs and citizenship, with academic readings and case studies on the implementation of the SDGs in various sectors, which positively impacted future education professionals who were to be part of their initial training. The results showed significant differences in the knowledge of the SDGs between the experimental group and the control group at the end of the term, especially among the experimental group, which worked on the SDG concepts in the subjects taken. Greater knowledge was also observed among the students with a Social Education degree who took a subject related to this topic.

대학 인성교육의 방향과 과제

The purpose of this study is to examine the concept and meaning of character education, and then to find the possibilities and limitations revealed during the development and operation of 『Theory of Character Education』 as a liberal arts course at S University, and to suggest its own outlook on the direction of development of character education in universities. To this end, the contents of 『Theory of Character Education』 and the development process of teaching materials were examined in detail, and then the actual conduct of character education classes, teaching methods, and evaluation processes were critically reflected. In this study, character education was reconceptualized as “humanity education” in the sense of “education that cultivates human beings as human beings”. This conceptualization suggests that character education embraces the individual and the community, embodying the spirit of autonomy, caring, and solidarity that education strives for, and ultimately contributing to the development of humanity. As the case studies clearly demonstrate, university character education should also contribute to individual self-realization and community development. From an individual perspective, university character education needs to include “Mom” education, which includes the preservation and development of a healthy body and sex education; mind education, which aims to foster healthy emotions and morality; and intellectual education, which focuses on fostering wisdom and creativity. From a community perspective, university character education should be expanded to include basic order education, civil and civic education to foster dialog and communication skills, and global citizenship education to foster interculturalism or global citizenship. In line with the content of character education, the methodological principles of character education need to be established based on the two pillars of fostering subjectivity and citizenship. In a democratic society, each individual should develop their own subjective capabilities and strengthen their civic capabilities as a member of the community. As the healthy social development of students is emerging as an important element of college character education, it is necessary to actively consider social-emotional learning (SEL) in the future.