Citizenship Skills Research Articles

The Implementation of a Sustainable Online Course for the Development of Digital Citizenship Skills in Higher Education

This study aims to develop and evaluate the effectiveness of a digital citizenship curriculum developed using online teaching for undergraduate students. For this purpose, answers were sought to the following general research questions: “How are students performing their digital citizenship skills?”, “What is the efficiency level of the developed digital citizenship curriculum?”, “What are the students’ self-evaluations during the implementation process of the developed digital citizenship curriculum?” and “What are student opinions about the implemented digital citizenship course?”. A “parallel-simultaneous design”, one of the mixed research methods, was used in this research. The content of the curriculum was determined within the framework of a needs analysis consisting of university students and field experts, and a document review. A quasi-experimental design method was used to implement the programme. A total of 39 teacher candidates, registered in the spring semester of the 2022 academic year, participated in the experimental process. A Moodle learning management system was used as the teaching environment. Participants’ digital citizenship behaviours and attitude levels were measured before and after the experimental application. It was observed that there was a significant (positive) difference between the pre-test and post-test average scores in favour of the post-test scores, and the effect value of this difference was high. It turned out that the teacher candidates’ opinions on the effectiveness of the online digital citizenship programme were positive. It is understood that the digital citizenship teaching curriculum developed for higher education can be used sustainably for similar university student groups as in this study. However, it is anticipated that the developed programme can be updated along with technological evolutions.

Valutare e certificare le competenze degli studenti nell’assolvimento dell’obbligo di istruzione. Un’indagine empirica nella scuola secondaria della Regione Abruzzo

ASSESS AND CERTIFY STUDENTS’ SKILLS IN FULFILLING THE COMPULSORY EDUCATION. AN EMPIRICAL SURVEY IN SECONDARY SCHOOL OF THE ABRUZZO REGION Abstract The article concerns the results of an empirical investigation relating to evaluation practices and opinions of secondary school teachers in the Abruzzo Region on the evaluation and certification of skills in fulfilling compulsory education. To collect information, a questionnaire was administered to a sample of 383 teachers. After an initial descriptive analysis, some contingency tables were produced from which some statistically significant connections emerged. The preliminary results of the study highlight good practices in the management of evaluation processes, such as the use of evaluation as a resource for learning, but still show a lack of awareness of the difference between learning and transversal citizenship skills and a poor mastery of docimological tools capable to grasp the complexity that characterizes skills.

DIGITAL CITIZENSHIP SKILL AMONG STML UNDERGRADUATE STUDENTS IN UUM

Citizenship in the digital era promotes ethical and critical thought about what is viewed, heard, and shared through communication media technology. The inability to appropriately employ digital technology today impedes social integration and personal growth. This research examined the level of digital citizenship skills among STML undergraduates at Universiti Utara Malaysia in Sintok, Kedah. The study centred on three subcomponents of digital citizenship skills: online well-being, online learning, and online safety. 178 undergraduate STML students were surveyed, employing survey questionnaires to obtain data. Using descriptive analysis to ascertain the level of digital citizenship skills among undergraduates The Statistical Package for the Social Sciences (SPSS) is also applied to data analysis. According to the study's findings, undergraduate STML students exhibit high levels of digital citizenship skills.

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.

Nigerian Secondary School Teachers' Perception of Social Studies Relevance on the Development of Responsible Citizenship

This study investigated perceptions of Social Studies in the development of responsible citizenship among secondary school teachers in Ogun State, Nigeria. The study adopted a descriptive research design. A total sample of 308 teachers drawn from five local governments of Oguneast senatorial district of Ogun state, were selected through stratified random and simple random sampling techniques. Data collected was analyzed using Mean score, standard deviation, simple percentages, and t–test of significance. The result shows that the majority of teachers have a negative perception of Social Studies education to responsible citizenship. The study shows no significant difference in teachers’ gender, qualification, and experience in knowledge of responsible citizenship skills and values. The study recommends that teachers should be given in-service training to acquire more knowledge on the role Social Studies play in responsible citizenship development. In addition, only professional and competent teachers should be employed to teach Social Studies.

The Skills of Citizenship

Abstract This article analyzes the history of adult vocational training (AVT) programs for Algerian migrants, funded by the French state, between the end of World War II in 1945 and the aftermath of Algerian independence in 1962. These programs responded to the postwar expansion of citizenship and rights of indigenous Algerians, including rights to migrate and to take jobs in metropolitan France. Across changing governments and diverse ministries, French officials were convinced that vocational training was necessary for indigenous Algerians to find stable employment, to mitigate the supposed risks of migration, and to enable migrants to transform themselves into an idealized version of the French citizen. The widespread adoption of AVT for Algerian migrants calls into question the pervasive image of the unskilled, interchangeable migrant. At the same time, the shortcomings of AVT programs shed light on how migrants frequently contributed to postwar economic expansion and economic modernization while enjoying the fruits of economic growth only meagerly and on an individual basis. More broadly, this study reveals the importance of skill, industry, and labor in French postwar conceptions of (social) citizenship.

Identification of Connectivity and Citizenship Ability of Biology Students at SMAN 12 Padang

This study aims to find out how connectivity and citizenship skills are part of the 21st Century 6C skills in biology students. This is important to know because currently students are in the era of revolution 4.0 and will continue to compete with the times, where preparations for the future job market are more focused on soft skills than hard skills. This type of research is a quantitative descriptive research. The sample in this study were students in class XI-IPA with a total sampling technique of 180 people. The instrument used is a questionnaire with a Likert scale. Data collection technique with a closed questionnaire. The data analysis technique is by converting students' raw scores. Based on the research, it was found that the connectivity ability of the students was 81.62% which was included in the "very high" category, while in the citizenship ability the results obtained were 79.70% which were included in the "very high" category . Based on the results of the study it was found that students were able to compete with the times in the future.

Building a Proposed Educational Program Based on Environmental Citizenship and Measuring its Effectiveness in Developing the Values and Skills Associated with them among Middle Third Grade Students in Makkah City

The study aimed at building a proposed educational program based on environmental citizenship, measuring its effectiveness in the development of values and skills associated with them, and measuring the correlation and predictive reliability between the amount of growth in environmental citizenship values and skills among 30 female third-grade students. The study followed a semi-experimental approach - one-group design. The study data were collected using two tools: attitude selection for environmental citizenship values, and observation card for environmental citizenship skills. The results of the study revealed significant differences at the level of significance (ɑ 0.01) between the average scores of the study group in the tribal and dimensional applications of the two variables adopted in the test of attitudes to environmental citizenship values, and in the class observation card of environmental citizenship skills in favor of the dimensional application. The results also revealed a high impact of the proposed educational program in the sample, with the impact factor of the two approved variables (8.22 - 3.12) respectively. Black's adjusted earnings ratio for the two approved variables was (1.380 - 1.238), respectively, indicating a high effectiveness of the two variants based on the proposed tutorial. The results showed a strong positive correlation at the semantic level (ɑ 0.01) between the two approved variables for both environmental citizenship values and environmental citizenship skills in the sample, where the correlation coefficient for the two approved variables (0.662). The results also showed a linear predictive dependence relationship for a value b reached (.724,.831) respectively at the semantic level (ɑ 0.01) between the two variables adopted for the values and skills of environmental citizenship in raising each other to the level of each other. Keywords: Educational Program, Environmental Citizenship, Environmental Citizenship Values, Environmental Citizenship Skills.

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.

DEVELOPMENT OF MEDIA COMPETENCE OF STUDENTS IN PRACTICAL UNDERGRADUATE CONDITIONS

The development of media competence among students in practical undergraduate conditions is crucial in the digital era. This article explores the significance of media competence, its components, and strategies for fostering it in undergraduate education. Through a mixed-methods research approach, the findings reveal the positive impact of practical assignments, collaborative learning, and media literacy education on the development of media competence. Challenges such as limited resources and the prevalence of misinformation are also identified. Recommendations include integrating practical assignments, providing access to resources, and offering media literacy workshops. The development of media competence equips students with essential skills for criticalmedia analysis, digital literacy, and responsible digital citizenship.

EXPLORING ENGLISH LEARNERS’ READINESS FOR INTERCULTURAL COMMUNICATION AND CITIZENSHIP

In the world of super-diversity, education for intercultural citizenship has acquired a special significance. Despite numerous reviews in the research literature that address the intercultural citizenship in foreign language (FL) education, very few studies have investigated the connections between language learners’ motivation for studying a foreign language and their development of intercultural citizenship (IC). This study aims to bridge this gap by focusing on this relationship. For this purpose, quantitative data was collected from 407 students through an online questionnaire. The results revealed that the respondents consider intercultural communication, travel, networking, and future prospects, as important motivations for learning English. Moreover, the participants reported having a diverse range of intercultural experiences and feeling prepared for intercultural communication and citizenship. However, when evaluating their English classes’ effectiveness in preparing them for these aspects, the majority of students expressed that their EFL classes did not adequately equip them for high-level intercultural communication and citizenship. This research contributes to existing literature by investigating the connection between students’ motivation to learn English and their intercultural communication and citizenship skills and behaviors. Furthermore, the study emphasizes the significance of providing students with the necessary skills and knowledge to engage in purposeful and successful intercultural dialogue. Key words: intercultural communication, intercultural citizenship, EFL students, motivation, factors.

Instructor perspectives on quantitative reasoning for critical citizenship

AbstractA tertiary course in Quantitative Reasoning (QR) has the potential to develop key practical and intellectual skills for citizenship, such as critical thinking, problem solving, quantitative literacy, and oral and written communication. In this article, we present research conducted on four instructors of such a QR course for students enrolled in a wide variety of nonscience degree programs at a university in the United States. The course used a student-inquiry approach to proportional reasoning, probability, statistical reasoning, and mathematical modeling. The findings are framed by a 5 C model of QR, which entails Critical thinking to link real-world Contexts to mathematical Concepts supported by student Collaboration and QR Competencies. The research addressed the questions of how university instructors support student development of the skills needed for critical citizenship and how this support relates to the 5 C model. We found that three of the four instructors viewed critical thinking as a central goal of the QR course and as supporting citizenship education. All four engaged students in tasks designed to develop a combination of skills associated citizenship, including critical thinking, self-questioning, collaboration, and communication. The discussion addresses such issues as the course’s merits and challenges, student engagement, the relative importance of the five Cs, the importance of instructional autonomy, and recommendations for related professional development and future research.

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.

Educational Perspective in the Literature of Rashtrasanth Tukdoji Maharaj: A Comprehensive Study

Rashtrasanth Tukdoji Maharaj (1909-1968), a revered figure in Indian history, was not only a spiritual leader but also a prolific writer. His literature, rich in spiritual and social themes, has been a source of inspiration for many. This paper delves into the educational perspective in his literature, highlighting its significance in shaping the educational philosophy in India. His educational perspective, as reflected in his literature, is remarkably relevant in contemporary education. His emphasis on holistic, value-based education aligns with the current educational discourse advocating for a more comprehensive approach to education. His focus on social consciousness and lifelong learning resonates with the 21st-century skills of global citizenship and lifelong learning. Moreover, his advocacy for empowerment through education echoes the global commitment to inclusive and equitable quality education.

CITIZENSHIP EDUCATION (CIVIC EDUCATION) IN THE ERA OF DEMOCRATIZATION

This paper discusses about the linkage of democracy and civic education. Civic education is a vehicle to sustain and develop democracy. It is important to create democratic citizens and to support democracy. In response to the process of democracy in Indonesia, civic education should be reformed in order to prepare students to be good citizens. Effective civic education for democratic citizenship treats three basic components; knowledge of citizenship and government in democracy, cognitive skills of democratic citizenship, disposition and development characteristics of democratic citizenship

Students’ and teachers’ voice on the outcomes of a citizenship education curriculum

The current study aims to examine students’ and teachers’ voices and views on the outcomes of the implementation of a curriculum as relevant and appropriate to enhance students’ citizenship skills by engaging them in dialogic and argumentative practices. To achieve the aim an innovative curriculum, consisting of 15 lessons per education level (pre-primary, primary and secondary) was developed. These lessons involved teachers and students in dialogue and argumentation around themes of citizenship education as cultural literacy using dialogue and argumentation as tools. The sample consisted of the responses of 134 teachers and 78 secondary school students. Overall, the curriculum was successful on supporting students on dialogue, argumentation and cultural literacy. A second finding has to do with teachers identifying changes in their practices related to dialogue and argumentation during the enactment of the curriculum. Furthermore, teachers underline the aspect of student enjoyment of the curriculum during the implementation. This finding supports the democratic and participatory aspect of the curriculum and adds a successful example of citizenship curriculum to the literature. Students emphasize as important aspects of the curriculum the fact that it makes the connection to everyday life, and is different from usual classroom related issues.

Efficiency analysis trees as a tool to analyze the quality of university education

<span lang="EN-US">This research aims to design a quality management tool in education. The methodology comprises two stages: first, the construction of the decision tree model, and second, the efficiency evaluation. For the validation and development of this research, the data modelled corresponds to the standardized exams for higher education in Colombia of ninety industrial engineering degrees. Among the results, the citizenship skills (CC_PRO) generate the most significant contribution to the model. On the other hand, the written communication competence (CE_PRO) generates a minor contribution to the model. In addition, the most relevant result of the research is the design and validation of a tool to estimate educational efficiency using the efficiency analysis tree (EAT) and data enveloping analysis (DEA) models. The proposed tool allows the generation of specific targets to increase the level of efficiency of universities through the nodes of the decision tree, which contributes to the spectrum of knowledge on models for educational management. In conclusion, this research presents a tool for the management of educational processes through the analysis of efficiency using EAT, estimating the efficiency of universities and setting the foundations for forecasting future efficiency scenarios.</span>

Youth Digital Technology Attitudes

Today's digital technologies have become essential tools in daily living. The young generation nowadays is very savvy in using digital technologies. It is essential to instill digital citizenship skills in preparing those who are also technology users for a digital society today. However, not all of them have undergone formal training to survive in a challenging environment in a digital world. Thus, this study aims to examine students' attitudes and digital behaviour, particularly in rural schools, including how youth self-evaluate their perceptions of digital technologies, digital competencies, and attitudes towards digital technologies. Data were collected using survey questionnaires, with 210 valid responses. The study results revealed a statistically significant association between attitude toward digital use and digital competence dimensions, including technological, communication, and cognitive. Accessibility dimension in cyber-ethics was also statistically significantly associated with attitudes toward digital use among male students. To summarize, specific concerns and emphasis on youth digital technology usage and education must ensure that they are not left behind and vulnerable to cybercrime while fostering a responsible e-society with excellent digital citizenship characteristics.

Investigating the Effect of Students’ Knowledge, Beliefs, and Digital Citizenship Skills on the Prevention of Cybercrime

The growing prevalence of cybercrime, particularly among young adults, necessitates the promotion of digital citizenship to educate students about responsible online behavior and to equip them with the skills to mitigate cyber risks. The specific objective of this study was to investigate the effect of digital citizenship skills on the prevention of cybercrime among higher education students. A mixed-method approach, including surveys and interviews, was employed to collect data from 652 students in Saudi Arabia. This study found that digital citizenship generally has a significant impact on students’ awareness and prevention of cybercrime through the development of responsible online behavior. Knowledge of digital law came first, followed by beliefs about digital manners. Digital communication skills came third, followed by digital rights, knowledge, and duties in fourth place. Then, digital commerce skills and digital health beliefs came fifth and sixth, respectively. This was followed by digital access skills, then digital security, and finally digital culture. The results also revealed a negative statistical relationship between digital citizenship and cybercrimes’ various forms including national, financial, banking, social, immoral, insulting, slanderous, defaming, threatening, and harassment in virtual learning environments. These findings have significant implications for the understanding of how higher education institutions can promote digital citizenship and prevent cybercrime by integrating digital citizenship education into their curriculum, providing training for educators, and establishing clear policies and guidelines for responsible online behavior.

Defining generic skills to better support the development of future health professionals: results from a scoping review

ABSTRACT Over the past two decades, there has been a growing interest in the role of universities in developing generic skills, in addition to disciplinary ones, to help students adapt to a changing workplace. The need to develop these skills is particularly critical for healthcare students who must face challenges in health systems. This scoping study, following Arksey and O'Malley's ([2005]. Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616) method provides an overview of the scientific literature on generic skills in health studies. The definitions, categorizations, and measurement tools from 43 articles were mapped and summarized and gaps were identified. Definitions and terms were varied but overall, generic skills are considered cross-disciplinary and cross-professional. Nevertheless, the term skill itself was not defined. The lack of consensus on categorization and assessment led us to propose a typology to group all the skills mentioned into four categories: personal, ideas and object-related, interpersonal and community-related skills. One conclusion is that generic skills are valued foremost in relation to labor market demands with an emphasis on skills such as knowledge, communication, and planning over ethical and citizenship skills that are essential for future healthcare professionals. It is imperative to consider generic skills that are necessary to face the complex challenges of today’s world.