Global Citizenship 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.

Informed Strategies Based on Education Research to Enhance the Learning Ecosystem.

Educational institutions must change to create a learning ecosystem that prioritizes skills crucial for the 21st-century learners in the current global context that is quickly evolving. With an emphasis on evidence-based education, global citizenship, the integration of Sustainable Development Goals (SDGs), translatory practice, active learning strategies, improved clinical placement experiences, and peer learning, this paper explores the strategies for enhancing theefficacy of learning ecosystems. These elements are essential for encouraging continuous education in students and preparing them to meet their personal and professional needs. Through the integration of these components into instructional strategies, teachers can cultivate an atmosphere that readies students for the intricacies of contemporary work environments and global citizenship.

A Qualitative Study on International Education Experiences of Foreign Teachers Working in International Schools in Istanbul

This study aims to try to understand the perceptions, opinions, thoughts and experiences of foreign teachers working in primary schools that provide international education in Türkiye. This research was conducted using qualitative method and in-depth interview technique. The study group comprised 10 foreign teachers working in an international school in Istanbul, none of whom were Turkish citizens. The interviews were conducted between April and June 2023 and lasted from 60 to 120 minutes. According to the findings; all the teachers had at least seven years of teaching experience in both national and international curriculums, were between the age of 34-44, mostly married with kids. Teachers defined international education as an educational philosophy that raised multicultural, multilingual, tolerant, openminded, respectful world citizens. Finally, these results were discussed in the context of different studies in the literature. Some suggestions were presented for both educational institutions and further researches about the field.

A Study to Examine Gender-Based Differences in Global Citizenship Awareness among Prospective Teachers

A Study to Examine Gender-Based Differences in Global Citizenship Awareness among Prospective Teachers

Human Rights in Scottish Foreign Policy: Constructing Scotland as Good Global Citizen

Abstract While foreign policy is a reserved matter for the British government in Westminster, it is clear that the Scottish government aspires to, and indeed has implemented, an expanding programme of independent external relations. It is not the first sub-state political actor to do so. Whether as a part of the UK, or as potentially an independent country, Scotland has put considerable effort into developing an identity as a good global citizen. One area in particular where this has occurred is in human rights, where it has demonstrated leadership on a number of issues and sought to connect its domestic commitments to human rights to its external persona. This article will examine the dynamics of this development, looking at both the constraints and the possibilities for Scotland as an international human rights actor.

(Re)Imagining the future of multicultural education: reinvesting, reorienting, and reshaping multicultural education

Abstract Multicultural education (ME) remains essential to the development of a critical mass of culturally and socially conscious global citizens. Yet, as a field, the minoritization of ME parallels the marginalization of those whom the field was designed to support and uplift. Despite growing movements to overturn policies and programs that support diverse learners, many still ponder whether ME remains relevant to American society. Thus, this article aimed to (re)imagine the future of ME by proffering three considerations to support the uptake and sustainability of ME. In the present article, we argue that scholars reinvest, reorient, and reshape ME. First, we argue that it is important to recognize that multicultural education (ME) is a unique field with a critical role in education as well as significant implications beyond the academic environment. Then, we must reinvest in the future of ME financially, socially, and emotionally. Through reinvestment, we can reorient the ME field, resituating it in relation to the challenges of today’s racially and ethnically tense, pluralistic society. To this end, reshaping ME programs is key, including revitalizing coursework to effectively prepare educators, lay persons, social justice advocates, and others interested in universal equity. Implications for the future of ME are provided, as well as recommendations for actualizing these considerations.

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’.

Photovoice and community-based fieldwork of preservice geography teachers: a photovoice project exploring stakeholders’ positions on social and spatial issues

This study examines methods/measures by which instructors can understand students’ experiences and empirical achievements using photovoice. The participants in this study are preservice geography who took the “Geographical Fieldwork 2” course. During the semester course, a photovoice project to investigate the conflicts among stakeholders around the university over the construction of a mosque was conducted by participants. Thus, participants individualized geographical concepts and topics learned in the classroom (for example, discrimination and stereotypes, inclusion and exclusion, land price and redevelopment, racism, difference and diversity, and global citizenship and multicultural citizenship.) in an effective way using the photovoice project in their residents. The participants’ experiences assimilated or accommodated their schema. Thus, this study identified four positive benefits of using photovoice as a measure for geographical fieldwork.

Global Kingdom Citizenship: A Model of Holistic Intercultural Competence Development

In this article, we provide Christian higher education administrators and faculty with an emerging conceptual model for the development of global kingdom citizens. Cultivating global kingdom citizens requires intentionality in both the curricular and co-curricular realms of Christian higher education, utilizing a holistic intercultural competence development framework as a heuristic. While some institutions may be focused on developing the intercultural competence (IC) of their constituents, others have rejected that term in favor of a more biblical-sounding term—cultural humility (CH). Still others, following the frameworks of a popular Christian businessperson, have preferred to employ the construct of cultural intelligence (CQ). In comparing the philosophical underpinnings and components of these three widely used intercultural competence frameworks, we posit that the cultivation of global kingdom citizens can best be achieved by combining current models into a holistic model entitled Global Kingdom Citizenship (GKC). We likewise propose that this holistic approach is better aligned with the spiritual objectives of Christian higher education, as it appropriately addresses the development of intercultural knowledge, skills, and attitudes for today’s students.

The effectiveness of competency-based global health education programs for medical students.

This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness. The study had a pretest-posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance. Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants' general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program. A global health competency-based GHE program effectively increases medical students' interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.

Teaching the Critical Comparative Study of Religion as Engaged Global Citizenship

ABSTRACTIn this article, I make a case for bridging what I see as the competing demands faced by teacher‐scholars in higher education: our institutional orientations, our students' motivations, and our aspirations as scholars and educators. I contend that teaching about religion, broadly understood, regardless of theoretical and methodological orientation (be it within religious studies, for example, or theology, or philosophy of religion, or ethics, etc.) can be an impactful experience in the practice and cultivation of engaged global citizenship. Drawing from my own courses, and my use of the Reacting to the Past (RTTP) roleplay pedagogy, I show how a critically self‐aware practice is foundational to this goal, and how an integrated cross‐cultural comparative and collaborative method provides a powerful tool to accomplish this in dynamic and equitable ways.

Fostering Global Citizenship through Geoeducation Impact in Geoparks: the IGCP Project 4GEON

Fostering Global Citizenship through Geoeducation Impact in Geoparks: the IGCP Project 4GEON

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.

Implementation of Social Science Theory in Civic Education for School Students

Civic education plays an important role in shaping Indonesian students into democratic, responsible and active citizens in social, political and economic life. Through an understanding of the political system, rights and responsibilities, community participation, social and cultural awareness, critical thinking, ethics, global citizenship and communication skills, citizenship education provides a foundation for students' active engagement and understanding of global roles. The purpose of this study is to identify and analyze the theories in social science that underlie citizenship education, as well as analyze how the application of social science can assist students in understanding and exercising their rights and responsibilities as citizens. This research uses a qualitative method with a literature study approach to examine the relationship between civic education and social science theories. The results show that the integration of social sciences such as sociology, psychology, education, politics and law in the civic education curriculum strengthens students' understanding of their rights and responsibilities. In addition, social sciences help advance civic engagement and responsibility, equipping students to face challenges in the 21st century. In conclusion, the application of Social Sciences in citizenship education prepares students to become informed and responsible citizens, capable of contributing positively in local and global communities.

The differences in the portfolios of graphic and digital design students in Greenwich, Vietnam

Designing portfolios for students majoring in graphic design, digital fine art, etc. at many Vietnamese colleges entails drafting a job application immediately following graduation. However, graphic and digital design students in Greenwich, Vietnam, will create privateportfolios, which are extremely crucial. Designing a portfolio not only helps graphic and digital design students in Greenwich, Vietnam, survey the social needs of the vocational market, leading to building career aspirations, but also orients self-employment in the future.Most portfolios of graphic and digital design students in Greenwich, Vietnam, identify the strengths and weaknesses of their current skills, achieve outstanding results in competitions, and use pretty skills obtained from freelance works a. Furthermore, the ultimate purpose of creating a portfolio is to boost students' personal confidence by presenting it while they are interviewing for a new position right after graduation or approaching a new career. As a result, research, market analysis, and portfolio creation allow students to exercise professional working abilities while also laying the groundwork for confidence and originality in product design. The study's findings reveal certain disparities in the creative portfolios of graphic and digital creative students in Greenwich, Vietnam, who already possess a wealth of remarkable information, aptitude, particularly communication in a foreign language, and flexibility as global citizens

The Role Of Christian Religious Education In Developing 21st Century Skills In Church Youth

This article examines the role of Christian Religious Education (PAK) in developing 21st century skills among church youth. In an era of constant change, where technology and globalization affect all aspects of life, PAK not only focuses on teaching spiritual and moral values, but also supports the development of skills such as critical thinking, collaboration, effective communication and creativity. This research uses a qualitative descriptive approach, with a focus on literature study. By using this method, research emphasizes the importance of using literature to understand best practices and theories that support the integration of 21st century skills in the context of religious education, thereby enabling church youth to be more adaptive and innovative in dealing with social and technological problems. . dynamics. The results of this research through an integrated approach between theology and practical skills, PAK seeks to equip the younger generation with the tools necessary to succeed and contribute positively in modern society. This article discusses how PAK's curriculum and teaching methods can be adapted to be more relevant to the needs of church youth, preparing them to become leaders and bringers of change in the future. The conclusion from conducting this research is that in facing the challenges of the 21st century, Christian Religious Education (PAK) plays an important role in equipping the young generation of the church with skills that not only support their spiritual growth but also prepare them to become competent and empathetic world citizens.

Integrating 21st Century Skills into Teaching of Social Studies among Public Junior High School Learners in Effutu Municipality

The study examined the integration of 21st Century Skills into teaching of Social Studies among public junior high school learners in Effutu Municipality in Ghana. The study adopted Pedagogical Content Knowledge theory by Shuman (1987). The positivist paradigm was followed in the conduct of the study where quantitative data was collected and analysed. The Census sampling technique was used to select all the 50 Social Studies teachers even though 45 were correctly filled and therefore used for the study. Structured questionnaires were used as instruments for data collection. With the aid of the Version 20 of the Statistical Product for Service Solution (SPSS), descriptive statistics (mean, standard deviation, frequency counts, simple percentages) and inferential statistical tools such as Ordinary Least Square multiple regression analysis was used to analyse the data. The findings of the study revealed that communication and collaboration as well as digital literacy skills had very good integration whereas creativity and innovation, cultural identity and global citizenship, personal development and leadership and critical thinking and problem-solving skills registered good integration. It further showed that 21st Century Skills mentioned above accounted for 63.8% variance in learners’ academic performance. It was recommended that Ghana Education Service should initiate and encourage continuous professional development programmes for teachers in the Effutu Municipality to improve their integration of 21st Century skills and enhance teaching and learning.

Determining the Trends in Global Citizenship Publications in Education: A Bibliometric Analysis

Determining the Trends in Global Citizenship Publications in Education: A Bibliometric Analysis

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.