Global Citizenship Research Articles

La formación inicial del profesorado de primaria en educación para la ciudadanía. Estudio de casos en Latinoamérica

This article identifies, analyzes and interprets what happens with citizenship education in the initial training of generalist teachers, in university programs in Latin America. The methodological strategy is the documentary analysis of the citizenship education curriculum in three academic programs in Chile, Argentina and Colombia, which train primary school teachers and who agree to participate voluntarily in the study. The results identify that the purposes and objectives of the programs for the initial training of generalist teachers focus on global citizenship. In the study plans, the contents planned for teaching the area are few and focused on theoretical concepts related to national citizenship, which do not favor the development of critical thinking or the political training of teachers, which are essential aspects to train students future teachers and transformative intellectuals (Giroux, 2006). The analysis concludes that general teachers are not being trained to educate primary school boys and girls as critical and democratic citizens. Academic programs have the challenge of proposing problematizing curricula, in which future teachers acquire the professional skills to analyze and understand the complexity and interdisciplinarity of social knowledge and, to guide the area of ​​citizenship in primary education in the construction of democratic culture and social justice.

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.

The Ideological Dilemma in Using Games in Global Citizenship and Development Education

The objective of this paper is to contribute to discourse informing the use of computer games in Global Citizenship and Development Education. In doing so, it addresses the incompatibility and conflict between the values imbedded in games and those informing development education practice. It is aimed at both formal and informal educators who see the potential in using games in their practice and want to reconcile this dilemma. It is also aimed at policy makers and influencers who want to shape the structures governing such digital spaces in the public interest. The research involved an interdisciplinary literature review across the fields of Education, Game Design, colonialism and social activism. The analysis takes a postcolonial perspective and is informed by the theory and practice of critical pedagogy in youth work and development education. The study was conducted as part of Doctoral research and project work with NGOs over a seven-year period to 2024. In this context it is important to note that this is a rapidly changing and evolving sector. The development of computer games and immersive technologies over the past 20 years has been transformational, in their interactive capabilities and global proliferation, particularly with the emergence of “The Metaverse”. Such expansion has been critiqued as a process of Colonialism, where young people’s time, creativity, identities and attention is being commodified, monetised, packaged and sold to the highest bidder. The structure of the games industry, their content and the ecosystem surrounding gaming are all ideologically driven. Such ideology aligns with one of three systems: the neoliberal hegemony emanating from transnational corporations and market economies; the state control being exerted by China and others; or a blind commitment to opensource being advocated by many industry innovators, developers and users. When using games in an educational context, and particularly when addressing Social Justice and Global Citizenship, the values and cultures underpinning all three of these ideologies are problematic. It is the contention in this paper that such spaces can also be developed as informal educational spaces informed by values aligned with critical global citizenship and development education. Now is the time for development educational practitioners, conscientious games designers and policymakers to collaborate, to act, to legislate, to experiment and carve out a safe, progressive, dynamic, decolonised digital space for engagement with issues of global citizenship and development education

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.

Untangling ideologies in lifelong learning discourse

ABSTRACT This paper contributes to research on lifelong learning (LL) by examining discourses of multilateral organisations through the lens of ‘progressive neoliberalism’, in which contradictory ideologies of social justice movements and capitalism are hybridised (Fraser 2017). LL has been interpreted as a means of upskilling to remain competitive in the global economy or as a device for promoting social cohesion, equality and personal fulfilment. This study locates LL within the context of educating global citizens of all ages to address world crises and aims to understand underlying ideological assumptions in OECD, UNESCO, WB, EU and IB policy texts. A critical discourse analysis reveals the entanglement of largely symbolic progressive language within the confines of neoliberal capitalism. This ambiguous conceptualisation offers an incoherent framework for LL and perpetuates what Gramsci (1971) describes as a hegemonic bloc. Findings suggest that LL discourses mediate contradictions between two diverging ideological orientations, legitimise social hierarchies and power relations, and provide a superficial approach to global injustices and environmental emergencies.

Global citizenship among students of Kazakhstan: the role of social media

With the increasing involvement of universities in Kazakhstan in the processes of internationalization, there is a need to adapt educational programs to the changing requirements of the labor market and the national educational environment. An important aspect of these changes is the study of the perception of global citizenship among students of Kazakhstan. In this article, the authors present the results of their two studies on global citizenship. In the first study, the authors set out to study the behavior of university students with participation in democratic processes and their use of social media. In the last decade, many researchers have studied the impact of social media on youth participation in global public life. Many of them noted the positive impact, suggesting that the use of social media would promote democratic participation, especially among the younger generation. Among the students of Kazakhstan, 284 students took part in this study. Participation in global and democratic processes includes five main elements: voting, political activism, consumer participation, protests, and communication with politicians. Our research has shown that university students in Kazakhstan most often express their support or protest within the framework of consumer participation. Students in Kazakhstan demonstrate a low level of participation in political activism, protests and communication with politicians. Regarding the second work of the authors, the study aims to adapt the Scale of Global Citizenship to the context of Kazakhstan, which is a key step in preparing students for active participation in democratic processes. The study used a cross-sectional design using quantitative methods for data collection and analysis. 374 students participated in the study. Based on the results of exploratory and confirmatory factor analysis, as well as reliability calculations, it was found that the Global Citizenship Scale has been successfully adapted for use in Kazakhstan, which confirms its applicability in the country.

Green Discussion: Raising ESP Students’ Environmental Awareness Through Film Circles

As global citizens, we need to develop environmental awareness to protect the environment. This study aims to compare students’ environmental awareness before and after implementing film circles and investigate their attitudes towards the use of film circles in an English for Specific Purposes (ESP) classroom. The participants were 30 dual program students in education and social development, also regarded as pre-service social studies teachers. A mixed-method study, using the one-group pre-test-post-test design, was conducted. Both qualitative and quantitative research methods were included. The instruments included film circle lesson plans, an environmental awareness assessment with 3 domains, including environmental knowledge, attitudes and behaviours, and an attitude towards film circles questionnaire. The findings revealed that the students believed that their environmental knowledge, attitudes and behaviours improved. They also had positive attitudes towards the use of film circles in raising their environmental awareness in the ESP classrooms. This study appears to echo the integration of environmental issues or themes into English classrooms.

Rethinking global citizenship: A letter in reflection

Rethinking global citizenship: A letter in reflection

Role of governance in India embracing global citizenship and the right to migrate

Role of governance in India embracing global citizenship and the right to migrate

Towards global citizenship–role of cross border higher education across the ASEAN region

Towards global citizenship–role of cross border higher education across the ASEAN region

Wealth Over Woe: Global Biases in Hydro‐Hazard Research

AbstractFloods, droughts, and rainfall‐induced landslides are hydro‐hazards that affect millions of people every year. Anticipation, mitigation, and adaptation to these hazards is increasingly outpaced by their changing magnitude and frequency due to climate change. A key question for society is whether the research we pursue has the potential to address knowledge gaps and to reduce potential future hazard impacts where they will be most severe. We use natural language processing, based on a new climate hazard taxonomy, to review, identify, and geolocate out of 100 million abstracts those that deal with hydro‐hazards. We find that the spatial distribution of study areas is mostly defined by human activity, national wealth, data availability, and population distribution. Hydro‐hazard events that impact large numbers of people lead to increased research activity, but with a strong disparity between low‐ and high‐income countries. We find that 100 times more people need to be affected by hazards before low‐income countries reach comparable research activity to high‐income countries. This “Wealth over Woe” bias needs to be addressed by enabling and targeting research on hydro‐hazards in highly impacted and under‐researched regions, or in those sufficiently socio‐hydrologically similar. We urgently need to reduce knowledge base biases to mitigate and adapt to changing hydro‐hazards if we want to achieve a sustainable and equitable future for all global citizens.

Sustainable environmental education using virtual reality: A module for improving environmental citizenship competences in secondary schools

Sustainable environmental education (SEE) can develop global citizens. However, environmental education in schools does not develop environmental citizenship (EC). Virtual reality (VR) could provide authentic immersive experiences to evoke emotions for positive action for EC. A SEE module, designed to include VR experiences, was evaluated at a secondary school to determine if it could improve students’ EC. A quasi-experimental single-group pre-test post-test design was conducted with 30 students, followed by focus group interviews with the students. The findings indicated the module was effective in improving EC scores. Analysis of interview transcripts indicated students were engaged and motivated to learn with VR and improved in EC competences. However, the future actions for EC were limited to individual actions and not community-based actions. Although there was some potential in the SEE module, some improvements are needed. Future studies could investigate strategies for making students agents of change in the community.

Трансформация гражданственности студенчества в «переломное время» (на материалах фокус-групп и эссе студентов вузов Ростовской области в 2022 и 2024 гг.)

The article analyzes the opinions and civil positions of students of the Rostov region universities in the context of a Special Military Operation and a destructive ideological war of the collective West against the Russian Federation. Based on the materials of the focus group and essays of the Don students in October – November 2022 (8 groups) and in April 2024 (6 groups, 203 essays), the life-forming factors of student youth are described: life, peace, humanism, family and immediate environment, collectivism and mutual assistance, historical memory, small homeland, patriotism. The events and factors that influenced the moral and social state of the Don students are identified: confrontation with existential problems of war and peace, life and death; uncertainty of the future in the context of the inevitability of a Special Military Operation, cultural isolation of Russia, geopolitical risks and transformation of the world order. In the face of an existential choice, there is a rethinking of the value of family, an increase in the role of the immediate circle and small homeland. A targeted state policy of memory, glorification and memorization of the Special Military Operation participants creates the ground for an increase in the role of historical memory, the values of patriotism and citizenship, trust in the authorities and approval of political decisions. The perception of Western values becomes more critical; the severity of anxiety about the cultural, economic, political isolation of Russia is erased. The hypothesis about the existence of two models of citizenship of Russian students was confirmed: a) the first (civic consciousness as public-state patriotism) is associated with factors of sociocentrism, where there is an identity with one's family, ethnic group, small homeland, and civic identity with the Russian state is strengthened, associated with a sense of duty, responsibility and obligation to it; b) the second (global citizenship) is based on the principles of anthropocentrism with guarantees of observance of constitutional rights and freedoms, humanistic values and global citizenship, but without the individual's obligations to the state.

Global Citizenship and Multilingual Education in the Glocal Era

Global Citizenship and Multilingual Education in the Glocal Era

Narrative Inquiry on Global Citizenship through International Volunteering Experiences

Narrative Inquiry on Global Citizenship through International Volunteering Experiences

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.

예비 교사들의 기후변화 교육 사례 연구 -EARTH HOUR 활동을 중심으로-

The purpose of study is to introduce a case in which education for climate action, the 13th goal of sustainable development, is established in universities through climate change classes opened in the Earth Science education department of the college of education. Climate change education, including earth hour activities, was conducted in the Inquiry of climate change education subject in the first-year major elective area. Fifty-three pre-service earth science teachers participated in a climate change class. In this study, lectures on 12 topics were conducted, and group activities such as Earth Calendar, Earth Hour, Joobging Project, and Campus Environmental Maps were conducted in parallel. Pre-service teachers recognize climate change in connection with our daily lives, but focused on artificial factors rather than natural factors. They responded positively to the climate change class and evaluated the items of interest, excitement, and satisfaction highly. In addition, the applicability of earth hour activities was confirmed as an example of climate change education programs. It provided pre-service teachers with the experience of participating in international environmental campaigns as global citizens. Climate change curriculum is needed not only in high schools but also in universities, especially in the college of education. Research on developing and implementing climate change education programs centered on universities must be sustainable.

Путь к инновационному дизайну педагогического образования: Профессиональная идентичность учителей как центральное понятие

Teacher education program as a focal platform of teacher identity construction has extensively been explored recently. This study examines the Engage, Study, Activate (ESA) teacher education model's effectiveness in fostering teacher professional identity. Utilizing Freeman’s (2020) evaluation model, the ESA model's content and design were analyzed. A qualitative case study followed one participant over a year, using written narratives, interviews, and demos. Applying document and thematic analysis, findings showed 93% alignment with Freeman’s knowledge base and identified three key themes: forming personal beliefs, overcoming self-doubt, and developing global citizenship. The study underscores the importance of incorporating intercultural topics, AI, and digital tools into the ESA program, highlighting its value for pre-service teachers, educators, curriculum developers, and researchers in understanding teacher identity.