Global Citizenship Skills Research Articles

Assessment and global citizenship

ABSTRACT While traditional assessment models effectively evaluate student learning objectives within the classroom, they often fail to capture the extent to which students practice civic engagement, critical inquiry, and global citizenship following graduation. As educators, we often do not know whether students employ these concepts and embrace these attitudes beyond the classroom setting. To address this gap, this article proposes an approach to assessment that advocates direct engagement with alumni as one possible way to aid in the process of assessing the development of former students’ global citizenship skills.

The Integration of 21st-Century Skills in Grade Eight Mathematics Curriculum

The study measured the extent of the implementation of twenty-first-century skills in grade eight math curriculum in public schools in the Kingdom of Bahrain, and it included all Cycle Three Mathematics Books (or curriculum) for the academic year (2022-2023). The researcher chose grade eight mathematics books in the first and second semesters as a sample for her study; furthermore, the research was conducted using the descriptive-analytical method to analyze the contents of the books using a content-analysis card. The results showed a very high percentage (92.20%) of twenty-first-century skills integration in eighth-grade math books; as a result, the percentage of technical literacy was (14.5%), and the rate of local and global citizenship skills was the lowest (7.6%). In addition, the results showed close ratios between critical thinking, creativity and problemsolving, leadership, and decision-making (13.1% – 13.7%). The math curriculum directs learners to access information through digital technologies and includes different mathematical problems in which digital technologies are used to achieve solutions with the highest percentage (25%- 23.6%). However, it was immediately apparent that the math curriculum content failed to motivate learners to develop their skills concerning environmental sustainability (7.8%) and negotiation skills (7.9%). Overall, the literature showed that the widespread opportunity for 21st-century skills in the mathematics curriculum impacts students’ abilities to obtain high grades in the TIMSS exams. This suggests that integrating science, technology, engineering, and mathematics education into mathematics curricula can provide convenience for students to evolve 21st-century skills in a consequential and effective way.

세계시민교육을 위한 빅 아이디어 기반 음악 중심 통합단원 설계 방안

Purpose: With globalization, the need to foster global citizenship with global competencies has increased. The purpose of this study was to propose a music-centered integrated unit design based on big ideas to promote students' learning transfer and foster global citizenship through the pursuit of enduring understanding.
 Methods: The core competencies and learning areas of global citizenship education proposed by UNESCO, as well as the big idea and backward design, were examined through a literature review. The curriculum was analyzed to design a music-centered integrated unit. Big ideas were extracted by analyzing the music, social studies, and moral curriculum for grades 5-6 of the 2022 revised curriculum. A music-centered integrated unit was designed to holistically address UNESCO's cognitive, social, emotional, and behavioral domains.
 Results: Based on the Big Idea of Music's Unique modalities, principles, contexts, and expressions, global Issues, peace and prosperity, a total of fifteen lesson plans integrating music, social studies,and moral studies were developed using the three-step process of backward design outlined by Wiggins and Mctighe. Step 1: Set unit goals to prioritize learning based on the big idea. In Step 2, a performance assessment task, “Work with an NGO to put on a musical play about global peace”, was proposed to check for understanding through assessment. In step 3, Investigating the musical characteristics of countries undergoing cultural conflicts and analyzing musical dramas across multiple cultures to transfer learning based on big ideas. The central task involved composing and performing a musical drama that expressed worldwide conflicts.
 Conclusion: Based on the big idea of global citizenship education, this study proposed a design plan for a total of fifteen music-centered integrated units by integrating music, social studies, and moral studies. Through this study, the author expects students to transfer their learning and understanding in music and other subjects to real-life contexts in an integrated way to enhance their global citizenship skills and cultivate pluralistic values to become global citizens.

Global citizenship skills among Qatar University students

The concept of the borderless environment, in the 21st century, has intensified global citizenship education and attracted tremendous attention from researchers and educators. This article explores the level of global citizenship in Qatar University students. This cross-sectional quantitative study examines Qatar University students’ perceptions of global changes. Data was collected from 10 colleges at Qatar University using a survey method based on Morais and Ogden’s global citizenship framework, and its elements of social responsibility, global competence and global civic engagement. The results of the cluster and correlation analyses reveal that all three elements of global citizenship skills (i.e., social responsibility, global competence and global civic engagement) apply to Qatar University students, to varying degrees. The demographic variables and global citizenship components (social responsibility, global competence, and global civic engagement) reveal Qatari students’ global citizenship skills, perceptions of a broader world, sense of being part of the world community, responsibility for contributing to the well-being of that community, understanding of diversity, politics and culture, and social, economic, environmental and technological functioning. The implications of the findings suggest ways policymakers, faculty, teachers and curriculum developers can develop robust global citizenship education.

Internationalization at Home: A Reflection on a Semester-Long Online Collaborative Project Between Canadian and Indian Students

In today’s global community, internationalization offers students a crucial advantage by developing their intercultural competence and global citizenship skills. Recent research on Internationalization at Home (IaH) has shown that students can benefit from this approach even without travelling. There has been minimal research conducted on how internationalization affects students’ attitudes towards environmental sustainability, which is another critical theme in our interconnected world. This study evaluates an IaH initiative’s impact on students’ environmental beliefs and values from Alberta, Canada, and Kerala, India. As an IaH initiative, this project engaged students in online collaboration with students from a different world region. Participants worked collaboratively on four tasks and completed an individual reflection assignment. Student and faculty feedback shows that participants improved their knowledge of environmental issues and their commitment to environmental sustainability. Additionally, students also demonstrated stronger intercultural communication and global citizenship skills.

Review the Role of Holistic Learning in Cultivating Global Citizenship Skills

This research paper provides a comprehensive review of the role of holistic learning in cultivating global citizenship skills. The paper explores the impact of holistic learning approaches on the development of intercultural competence, social justice awareness, environmental stewardship, and civic engagement among students. Through a thorough literature review, the paper examines the theoretical perspectives, practical applications, and empirical evidence supporting the integration of holistic learning in global citizenship education. The findings consistently demonstrate that holistic learning approaches, such as project-based learning, experiential learning, and integrated curriculum, offer unique benefits in fostering global citizenship skills. By providing students with real-world experiences, interdisciplinary perspectives, and hands-on activities, holistic learning engages students in active learning, critical thinking, and reflection. It promotes intercultural understanding, empathy, effective communication, social justice awareness, environmental stewardship, and a sense of civic responsibility. The paper compares and contrasts holistic learning approaches with other educational approaches, highlighting the distinctiveness and added value of holistic learning in providing a comprehensive and immersive educational experience for global citizenship education. In summary, this research paper contributes to the understanding of how holistic learning can effectively cultivate global citizenship skills, enabling individuals to become responsible and active global citizens in an interconnected world.

Promoting students’ multiliteracy, multimodal, and global citizenship skills in the second language classroom through designing a digital city tour on izi.TRAVEL

There is now wide recognition that for language students to be able to communicate in today’s globalised world, they need to be engaged in a variety of multiliteracy and multimodal practices that transform them in creators of meaning. Digital storytelling is one of such practices. It combines the power of narration with that of technology and allows students to expand their language and digital literacy skills while also helping them develop their own voices. In our study, two groups of elementary and intermediate university students of Italian as a second language were involved in a two-part project aimed at the composition of a digital story on the city of Venice. In the first part, students participated in both classroom and museum activities, which encouraged them to practice their skills in Italian as well as to learn about the Venetian cultural heritage. In the second part, students were guided to craft their own digital tours of the city of Venice using the izi.TRAVEL platform. The multimodal analysis of the two tours shows that creating digital stories based on students’ understanding and interpretation of cultural heritage promoted both their narration and mediation skills in the second language and their role as global citizens.

Interplay of organizational climate and global citizenship skills of public elementary school teachers in Maddela I and II districts: A basis for organization development intervention

Interplay of organizational climate and global citizenship skills of public elementary school teachers in Maddela I and II districts: A basis for organization development intervention

Integrating Global Citizenship Education in Higher Education in Tanzania: Lessons from the Literature

Global Citizenship Education (GCE) has become an essential aspect of international education. Although GCE has been emphasized to be applied by some nations around the world, a clear awareness of GCE and how to develop it and mainstream it into the national education system remains unclear in some developing countries like Tanzania. The issue of inadequate global citizenship skills among graduates from higher education is a serious concern to researchers and practitioners in awakening the current world realities. This study employs a literature review as a central method of studying the problem. For this purpose, the study reviewed the current literature on the concept of citizenship education and the practical and evidenced approaches that higher learning institutions should use to implement global citizenship education. Based on the standing points of the review, the study concludes that GCE is currently inadequate in most African countries and there is a need to create awareness by both governmental and non-governmental associations. Therefore, if higher education institutions in Tanzania wish to attain their interested goal of developing global citizens, every educator must support the appropriate pedagogy that is vital in promoting GCE in every country of this globalized world. Furthermore, every educational stakeholder is needed to dedicate effort, time and other educational resources to GCE. Moreover, to meet the intended goals of promoting GCE in Tanzania, active cooperation, coordination and networking among teachers, governmental and non-governmental organizations, colleges and universities is fundamental to engage effectively, as well as productively to provide support for collaboration on finding solutions to the national curriculum as well as on global issues. However, these suggestions need strong leadership that considers changes in the way that GCE is effectively implemented in Tanzanian higher education.

Review of “Let’s Discuss. Second-Language Learners Share Ideas” by Deanna Kuhn (Wessex Press, 2021)

This review critically presents the “Let’s Discuss. Second-language Learners Share Ideas” monograph by Professor Deanna Kuhn as a classroom manual to be used in the Foreign Language (FL) classroom. Connections between critical thinking, global citizenship and critical cultural awareness, as part of a language teaching curriculum, are made. As a conclusion, “Let’s Discuss” is proposed as adequate to complement current FL curricula focusing on critical and global citizenship skills.

Transversal competency development in healthcare professionals: A scoping literature review to identify effective educational paradigms, principles and strategies

Transversal Competencies (TCs) (interpersonal, intrapersonal, critical thinking and global citizenship skills) are essential skills, knowledge and behaviours for work and life success. Limited literature exists on methods to develop TC for adult education. This scoping review explores how TCs are being embedded into health professional learning and strategies to deliver training for the self-directed learner.

Global Citizenship Skills among University Students and its Relationship with their Identity Orientation

Major purpose of the current study was to examine the prevalence of global citizenship skills among university students in Pakistan and its relationship with their identity orientations. Three indicators of global citizenship including social responsibility, global competence and global civic engagement were accepted to execute the research objective. The study followed four aspects of identity orientations including personal, social, collective and relational orientations. 324 students enrolled in selected Pakistani public sector universities participated in the study. Aspects of Identity Questionnaire (AIQ-IV) developed by Cheek and Briggs (2013) and global citizenship scale developed by Morais and Ogden (2011) were adapted as research instruments to collected the required data. Results show the prevalence of global civic engagement and social responsibility is comparatively lesser among the participants than other global citizenship skills. The students supported all four types of identity orientations. The study concludes that the four identity orientations have significant and direct associations with major global citizenship skills.

Global Citizenship Education Through Collaborative Online International Learning in the Borderlands: A Case of the Arizona–Sonora Megaregion

Scholars have argued that 21st century educators have the responsibility to incorporate global citizenship activities into academic curricula to meet the demands of an increasingly diverse world. Approaches to global citizenship education that have rendered positive results include service-learning, critical thinking activities, second language acquisition, and international exchanges. The current study explores a Collaborative Online International Learning (COIL) project carried out between university students enrolled in universities located in the Arizona-Sonora Megaregión. The study found that before students participated in COIL they demonstrated a limited understanding of their neighboring country. At the conclusion of the COIL project students demonstrated global citizenship skills such as the ability to analyze international relationships, critically consume media, and make identify points of global interconnectedness.

Enhancing Urban Agricultural Activities through Renewable Energy Development

Although Urban Agriculture (UA) is widely practiced in several Nigerian cities, it faces several challenges such as insufficient data on the practice, non-recognition of UA as a land use by Nigerian urban land laws, uncoordinated practice of UA, lack of support services for urban farmers such as providing access to improved seedlings, pesticides, technical training, machinery, medicine, etc, overt discrimination against female farmers in terms of denial of land ownership rights, limited access to markets, inputs, credit, etc. The strategic use of Renewable energy in UA operations can address some of these challenges and contribute significantly to the attainment of the Sustainable Development Goals (SDGs) in Nigerian cities. In Ibadan, the energy mix favors large scale use of biomass, particularly the fermentation of animal waste in biogas digesters to produce fertilizer and methane gas. This promotes local energy independence from inefficient and centralized power stations and grids and energy security. Since 2015, Lifeforte International High School, Awotan, Ibadan has been the recipient of the International School Award, an international benchmarking scheme of the British Council. This award is meant to encourage primary and secondary school students in partner schools to develop global citizenship skills such as empathy, critical and creative thinking, conflict resolution, communication, collaboration and taking action. Such skills are meant to empower these students to become solution providers to global problems such as poverty, hunger, inequality, climate change, etc. Lifeforte seeks to consolidate on its successful crop harvest on its school farm by building a biogas digester on it. This facility will produce fertilizer and methane gas. A Business model will mobilize the proceeds from the sale of gas to train local farmers, thereby strengthening their capacity to operate their own digesters for increased crop yield, higher income and local energy independence and security.

Fostering Global Citizenship Skills among Students through an International and Intercultural Exchange Program

Fostering Global Citizenship Skills among Students through an International and Intercultural Exchange Program

Learning Global Citizenship Skills in a Democratic Setting: An Analysis of the Efficacy of a Moral Development Method Applied in China

To reduce the limitations of current measures of morality, and to focus on an effective approach to moral development among university students, the researchers adopted the Konstanz Method of Dilemma Discussion, to probe whether this type of method can also be applied among Chinese students, regarding the development of moral competence. ‘Moral Competence’, also known as ‘moral-democratic’ competence, is a concept developed by German psychologist, Professor Georg Lind. It is built upon the theories of Kohlberg, yet focuses on moral judgment and democratic decision-making competence. Lind designed a scale based on his dual-aspect theory, and suggested a follow-up method for building up moral competence. KMDD has been used in Germany and other countries for many years and has achieved positive results when applied. The initial application of this type of method in China started in 2012. After more than two years’ of planning and research, we used this method with different groups of Chinese | 37 | Learning Global Citizenship Skills in a Democratic Setting university students and tested its efficacy. Participants were set as the control and experiment groups. After analysing the preand-post-test data from all the participants, the result shows that the intervention effect with experiment groups was very significant with a noticeable Absolute Effect Size of C-score, while the competence score of control group regressed sharply due to reasons to be identified. Data from the experiment were analysed and intervention results were compared, to examine the efficacy of the method and to evaluate further application and research of KMDD in China.

Empowerment and ownership in effective internationalisation of the higher education curriculum

Internationalising the curriculum (IOC) in order to produce graduates with global citizenship skills is a common strategic goal in modern higher education. The extent to which this is achieved and the level of understanding amongst staff and students of what IOC involves and the benefits it imparts are varied. In this study, activities and attitudes across 15 subject disciplines delivered in a modern UK university were surveyed through an analysis of official course documentation, and semi-structured interviews with a range of academic staff. The outcomes are discussed in relation to the level of understanding and ownership that staff have of IOC. Through the modification of a process control model Barnett (European Journal of Education, 29(2), 165–179, 1994), suggestions are made as to how to move this top-down strategic imperative forward through empowerment of the academic staff involved in course delivery.

Curation in Translation: Promoting Global Citizenship through Literature

As curators of the school library collection, librarians ensure the resources they select are of high quality and that they meet students' social needs, including diverse perspectives representative of our world and supportive of global citizenship skills and dispositions. The Mildred L. Batchelder Award given to English translations published in the United States is an option for librarians seeking such cultural diversity for their collections. Using the United Nations' Declaration of the Rights of the Child (1959), this research identifies the strong potential these titles hold for engaging youth and promoting global citizenship.

Children as Global Citizens: A Socratic Approach to Teaching Character

Educators around the world are being challenged to promote positive global citizenship skills in the face of daily news concerning widespread discord, dissonance, injustice, and corruption. This article describes a Socratic approach to developing global citizenship. Recognizing the central role of teachers in educating future generations of a society, the authors highlight ways in which teachers can scaffold critical thinking skills among students. These skills could potentially help youth access global perspectives, challenge long-standing beliefs and norms, and build a common ground with people across the world. The Socratic seminars are designed to increase students' understanding and appreciation of social, cultural, and religious differences through critical thinking, careful listening, and thoughtful communication. Educators can universally employ such tools for positive character development among students as they help prepare responsible leaders of a global society.

Promoting Global Citizenship in a Large Enrollment Political Science Course: The Role of Project-Based Learning

A large and growing body of research has recently turned its attention to the promotion of global citizenship as an essential component of undergraduate education. Although there is considerable consensus on the value of this goal, there is less agreement as to how it is best achieved or assessed. Are some pedagogical interventions or approaches more effective than others? Recent studies have made advances in more concretely defining and operationalizing the concept of global citizenship, but few have rigorously assessed substantive learning gains in this area, and fewer still have assessed changes in global values or political efficacy as the consequence of specific pedagogical interventions. This study contributes to efforts to address this gap by examining the impact of project-based learning in a large (227 student) upper-division political science course. Using a global citizenship survey developed by Levintova, Johnson, Scheberle and Vonck (2011), we compare pre- and post-project survey scores to assess three dimensions of global citizenship: (1) global knowledge, (2) global empathy, and (3) global political efficacy. We find that project-based learning contributes to the development of global citizenship skills at statistically significant levels in all three areas. Qualitative analysis of student responses to an open-ended end-of-term survey question also provides compelling evidence for the use of project-based learning as an effective means for promoting increased understanding of global citizenship and the skills supportive of it.