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Dissertations / Theses on the topic 'Global Citizenship Education (GCE)'

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Published: 5 June 2025

Last updated: 2 August 2025

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1

Martin, Tania Josephine. "Protest music, society and social change." Doctoral thesis, Universidad de Alicante, 2018. http://hdl.handle.net/10045/98012.

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Desde los años 1990 (Curtis, Ward, Sharp, & Hankin, 2013), con el desarrollo de un mundo cada vez más globalizado e individualista, diferentes estudios (Andreotti, 2014; Brown, 2017; Byram, 2014b; Guilherme, 2002, 2007; Hoskins, 2006; Hoskins & Crick, 2010; Osler & Starkey, 2015; Shultz, 2007; VanderDussen Toukan, 2017) han mostrado la necesidad de desarrollar políticas educativas que impliquen una forma de aprendizaje donde los estudiantes sean capaces de desarrollar proyectos y competencias cívicas que aborden temas referidos a cuestiones sociales, económicas o ambientales, entre otras. Este

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Briks, Hilda. "Global citizenship and higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27608.pdf.

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3

Jacobsen, Carey Mae. "Globalization, Global Citizenship, and Catholic Education." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104047.

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According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Because Catholic school systems are "among the largest and most significant" religious educational institutions (Marshall, 2018, p.185), Catholic educational leaders should be part of a dialogue to improve the quality of education. Furthermore, it is vital that these dialogues address phenomena impacting the quality of 21st century education. Among critical phenomena impacting 21st century education is globalization (Darling-Hammond, 2010; Friedman, 2005;

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4

Harley-McClaskey, Deborah K., and S. Cockerham. "Educating for Global Citizenship." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4072.

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5

Karsgaard, Carrie Anne. "Literary study for critical global citizenship education." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54545.

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This thesis examines the role of literary studies in critical global citizenship education (GCE) within a Canadian high school context. Grounded in recent educational literature, which argues for more critical approaches of GCE (Andreotti 2006; Andreotti et al. 2010; Marshall 2009; Pashby 2011; Pike 2008; Richardson 2008; Schultz 2007; Tallon 2012; Taylor 2011), I will explore how to implement critical GCE within the concrete lessons and practices of English literature classrooms. Drawing primarily on Stone-Mediatore’s literary theory of reading for enlarged thought, I will propose a new frame

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6

Shiel, C. "Developing global perspectives : global citizenship and sustainable development within higher education." Thesis, Bournemouth University, 2013. http://eprints.bournemouth.ac.uk/21122/.

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This volume and supporting papers constitute the submission for the award of a PhD research degree, by publication. Sixteen works completed by the author spanning ten years have been included for consideration. All the papers relate to a sustained endeavour to enhance higher education practice by exploring the salience of global perspectives, global citizenship and sustainable development, starting at the level of curriculum and pedagogy, escalating to encompass the development of an institutional-wide model and the concept of the ‘Global University’ and then extending to address university le

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Guzman, Gloria. "American Students' Perspectives on Global Citizenship." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976886.

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<p> This qualitative study examined the perspectives of American students, focusing on the factors and characteristics that frame an individual as a global citizen. The study focused on nine American students who were enrolled in a California State University. This population of students brought knowledge of their personal perspectives and experiences, pertaining to their own ideals of global citizenship, as well as to how they believed it was integrated in their educational experience. Key themes from the participants included: the importance of a period of self-realization, individual effect

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8

Oikarinen, K. (Kaisa). "Global citizenship in the testimonials of Westerners volunteering in the global South." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201312051978.

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The research at hand analyses the concept of global citizenship in the context of Westerners volunteering in the global South. Volunteering in the global South is becoming more and more popular, a growing number of organisations providing volunteering programmes. The volunteers from the global North can be seen to act in the framework of global citizenship, extending their ethical responsibilities from local to global. This research critically analyses the discourses produced in the testimonials volunteers have written of their experience. The research problem is two-fold. Firstly, how do the

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Stead, Katerina Bokova. "Education for global citizenship : an intercultural and cosmopolitan perspective." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/803.

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In response to the changes brought about by globalization, colleges and universities around the \Vorld are increasingly developing and expanding the 4 internationalization programs on their campuses. One important aspect of these programs that is often highlighted by institutions in their mission statements is the development of global citizenship among graduates. However, despite the rhetorical claims and apparent intemationalization activity aimed at producing global citizens, many recent reports suggest that most institutions in North America and elsewhere have not been successful in this g

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10

Sherman, Paul. "The emergent global citizen : cultivating global citizenship identity and engagement within Soka education." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/86995/.

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Current discourse on internationalization within the higher education sector has been largely fueled by pressures on colleges and universities to better prepare students for the effects of globalization. Higher education has increasingly begun to realize the importance of engaging students in global citizenship curricula to be more globally informed, prepared, responsible, and competent. This thesis presents a case study of Soka education’s philosophical and pedagogical approach to global citizenship education by examining the policies and practices of its university setting, Soka University J

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Marvel, Diana L. "Global Service-learning as a Mentoring Environment: Implications for Global Citizenship Development in Higher Education." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou151031542445746.

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12

Hong, Yi. "Becoming global: Global Citizenship Education in Chinese middle schools in a second-tier city." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21842.

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Global citizenship education (GCE) is an emerging while poorly explored area. Its contested definition has prevented it from making a more progressive influence. Little is known regarding what and how GCE is developing like in China today. This thesis aims to study whether middle schools in China have the potential and willingness to develop a GCE curriculum based on their principals’ and teachers’ own conceptions and judgement of this concept. This thesis utilises curriculum development theory as a conceptual framework and involved Chinese academics, school principals, and classroom teachers

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Rantakokko, A. (Anni). "Teacher students’ perceptions of global citizenship and its role in education." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805101734.

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Global citizenship is a complex concept that has been understood in multiple different ways by both researchers and educators. As the world is becoming increasingly globalised, notions of global citizenship have been included in many curricula around the world lately. In 2016, global citizenship was also added to the Finnish national core curriculum: however, its meaning was not defined. This thesis discusses the present and future role of global citizenship education in Finnish schools by studying how teacher students perceive global citizenship education. It also introduces the students’ ide

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Chong, Wai-lun. "A defence of education for global citizenship : the case of post-1997 Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184057.

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Hatley, Jenny. "The values of global citizenship education and implications for social justice." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/126579/.

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Target 4.7 of the Sustainable Development Goals promotes Global Citizenship Education as a vehicle to develop the skills, values and attitudes of learners so that they may work towards the resolution of the interconnected challenges facing the world today. Underpinning UNESCO’s approach to global citizenship education are ‘Universal Values’ said to apply to all people everywhere on the basis of a common humanity. I adopt the position that values act as motivators of action and that values also enable evaluation of which actions are deemed desirable and worthwhile. Which values are promoted can

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Orange, Peter J. "Educating international school students for global citizenship through theatre arts literacy." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/795/.

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Grudzinski-Hall, Magdalena N. Haslam Elizabeth L. "How do college and university undergraduate level global citizenship programs advance the development and experiences of global competencies? /." Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/1769.

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Wang, Lipei. "Global Citizenship Education in Chinese Secondary Schools: Intentions and Practices from a Curriculum Perspective." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/26878.

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A fast-paced and fast-changing 21st century has raised discussions about how to prepare youth for a globalised society and for building a better world. Global citizenship education (GCE) is one consideration, with widescale support in most Western societies. The Chinese Government proposes the ideas of developing a ‘community of shared future for humankind’ and claims to develop international talent with a global perspective in schools. Concepts related to GCE are currently being discussed in academia and politics in China; however, practical understanding of how schools may interpret these id

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19

Seiger, Thomas Martin 1952. "Global citizenship, a model for student inquiry and decision-making." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282250.

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As a reform movement in education, multicultural education is one response to the realities of cultural diversity in the United States. Current programs in multicultural education rely on multicultural experiences to teach students to think and act multiculturally. Teachers are required to know and respond to learning differences which arise from students' cultural diversity. Goals for existing programs vary, but a generally held goal is equal access and open opportunity for all students to the benefits of education. Current multicultural education programs fail to address the cognitive patter

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Shchedrin, A. (Andrey). "The idea of global citizenship in the documents and publications of Unesco." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201310091774.

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The first half of the 20th century was filled with a lot of conflict situations all over the world. In order o keep international security and organize contact with the rest of the World, The United Nations was organized in October 1945. First years after the Second World War were very important in the way of making progress in peace setting and further conflicts preventing. Exactly in this period to fulfil these purposes such international organization as UNESCO was founded and The Universal Declaration of Human rights was signed. Whole Europe was recovering from the War consequences, and peo

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Caccioppola, Federica. "Global Citizenship Education in the classroom : An exploratory study on teachers’ views." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/f9b12a16396833dc4dec24d06593e29017636cea7062a86b73dbac7efad00c12/6381593/Caccioppola_2021_Global_citizenship_education_in_the_classroom.pdf.

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The study “Global Citizenship Education in the classroom. An exploratory study on teachers’ views” aims at describing teachers’ views on possible goals and practices on GCE in two different contexts: Central Italy (2017-2018) and Queensland (2019), Australia. To this end, the research analyses teaching strategies devoted to promoting dialogue among students and between teachers and students. The research specifically focuses on how secondary schools’ teachers promote the development of knowledge and skills related to GCE, in their verbal and nonverbal interactions. The study follows a qualit

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Margiotta, Renato. "Global citizenship education in the biology classroom : an exploratory study in Scotland." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9151/.

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In the United Kingdom and Europe, there are ongoing efforts to reform science education in order to provide students with an understanding that transcends the scientific knowledge itself and that is relevant to citizenship. This exploratory study investigated the opportunities and the constraints for teaching Evolutionary Biology (EB) in the context of Global Citizenship Education (GCE). The study focuses on secondary school education in Scotland, at the time of a major curricular reform. My specific interest in the educational system of Scotland stemmed from the fact that the Scottish Nationa

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Lindahl, Julia. "What does it mean to be a global citizen? : A qualitative interview study with Indian and Nepalese young adults concerning their perceptions of global citizenship." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21539.

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Today's increasingly interconnected world creates new challenges related to the use and understanding of the concept of citizenship. The idea of a global citizenship is not new; however, in recent years there has been an evolution of increasing research leading to the expansion of interest with regard to the exploration of the concept and how it could be implemented in practice. This study attempts to deepen the understanding of the qualitatively different ways of perceiving this concept amongst a number of Indian and Nepalese young adults. The study is based on a phenomenographic research app

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Jennings, LaShay, and Wendy W. Courtney. "Water Ecology, Engineering, and Global Citizenship: A Science and Literacy Integrative Unit." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3439.

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This chapter describes a science and literacy integrative unit on water ecology and reading about water purification in post-civil war Sudan through the text A Long Walk to Water by Linda Sue Park, 2010. The authors describe the process of integration according to the 5E learning cycle: engage, explore, explain, elaborate, evaluate. This teaching scenario is also further explicated through connections to The Next Generation Science Standards (NGSS) and overlapping practices between NGSS and The Common Core State Standards in English Language Arts. Aspects of the text are used in conjunction wi

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Machimana, Eugene Gabriel. "Retrospective experiences of a rural school partnership : informing global citizenship as a higher education agenda." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/60954.

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The purpose of this study was to inform global citizenship practice as a higher education (HE) agenda by comparing retrospective experiences of a range of community engagement (CE) partners, including the often silent voices of non-researcher partners. HE-CE aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of CE-partners. This qualitative secondary analysis study was framed theoretically by the transformative-emancipatory paradigm and meta-theoretically by phenomenology. Existing case data, generated on retrospective experi

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Chong, Wai-lun, and 莊偉倫. "A defence of education for global citizenship: the case of post-1997 Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960807.

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Maguth, Brad M. "Investigating Student Use of Technology for Informed and Active Democratic Citizenship in a Global and Multicultural Age." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248880262.

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Maier, Reana Gail. "Learning your place : unpacking student and teacher constructions of global citizenship education in English secondary schools." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709267.

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Bastaki, Maria. "Model United Nations in Greece : senior high school students' perspectives on global citizenship." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7840/.

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A Model United Nations School Conference is a brief role-play simulation, during which senior high school students take on the roles of delegates in various UN Committees. This thesis presents the findings from a qualitative longitudinal research study which followed 26 MUN senior high school delegates, in Athens, Greece, during their preparation and actual participation in three consecutive MUN conferences, from December 20 I 1 to March 2013. The research explored and exposed the MUN participants' perspectives on global citizenship in terms of knowledge, values , attitudes and skills the stud

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Blackmore, Chloe. "The opportunities and challenges for a critical global citizenship education in one English secondary school." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642044.

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Within global citizenship education (GCE) theory, policy and practice there is much emphasis upon the ‘critical’. However, existing research shows that a critical approach is limited within schools (Bourn and Hunt 2011; Bryan and Bracken 2011; Hunt 2012; Mundy and Manion 2008). This research seeks to explore this perceived ‘reality gap’ through an in-depth ethnographic study at one English secondary school, drawing on the perspectives of teachers, students and parents. It is guided by two open questions: how is GCE understood and practised in one secondary school? What are the challenges and o

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Cavanagh, Claire. "The role of English in internationalisation and global citizenship identity in South Korean higher education." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/411813/.

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In the era of globalisation, non-Anglophone higher education institutions worldwide have begun to offer English courses with the strategic aim of generating funding and proving competitive on a global scale. Along with this, the global employment market seeks graduates who can assimilate into diverse cultural and social contexts. Institutions therefore aim to cultivate ‘global citizens’ who have the knowledge and skillset to adapt to globalised environments. However, global citizenship is a contested terrain with very little empirical basis. This research aims to provide an exploration into a

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Ferreira, Renita. "Development of an Instrument to Measure High School Students’ Global Awareness and Attitudes: Looking Through the Lens of Social Sciences." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/373.

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The purpose of this study was to develop an instrument to measure high school students’ perceptions of global awareness and attitudes towards global issues. The research questions that guided this study were: (a) Can acceptable validity and reliability estimates be established for an instrument developed to measure high schools students' global awareness? (b) Can acceptable validity and reliability estimates be established for an instrument developed to measure high schools students' attitudes towards global issues? (c) What is the relationship between high school students’ GPA, race/ethnicity

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Weigl, Leslie A. "Nurturing global leaders: The influence of global education culture at international house." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/248.

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International House at the University of Alberta (I-House) is a living-learning campus residence that aims to build a strong community from an intentionally diverse population of international and Canadian students. With global education programming that focuses on leadership through community building, I-House creates opportunities for new leaders to emerge in a culturally complex environment that is thought to foster global leadership development. Eighteen I-House alumni and residents who were recognized for their leadership contributions were interviewed in-depth to determine whether and ho

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Symeonidis, Vasileios. "Towards Global Citizenship Education : A comparative case study of primary school policy and practice between Greece and Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119957.

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Global citizenship education (GCE) has recently emerged as a dynamic approach to education capturing the interest of various stakeholders, including academics, educators and international organisations worldwide. In an increasingly interconnected and interdependent world, GCE is seen as a transformative pedagogy that can empower learners to resolve growing global challenges, building a more just and sustainable world. This study explores how GCE is “transferred, translated and transformed” (Cowen, 2009a; 2009b; 2006) into contemporary national education policy and practice, through a compariso

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Christoff, Andrea J. "LOCATING TEACHERS PERCEPTIONS AND PRACTICE OF GLOBAL CITIZENSHIP: A CASE STUDY OF THREE TEACHERS IN THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1595237572025469.

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Wyness, Lynne Diane. "Practices, encounters, and narratives : an ethnography of global school partnerships." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3604.

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This thesis makes a productive contribution to understanding the rapidly expanding and contested field of global school partnerships, by placing the rich narratives from a handful of school partnerships into the global education context of social, historical, political, and cultural processes. Principally, it tells the story of one partnership, between two primary schools in rural Devon and urban Tanzania, nested within a network of partnerships and governed by DfID’s Global School Partnership (GSP) programme. The cross-continental nature of the school partnerships called for a multi-sited, et

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El-Badawy, Emman Seif El Din. "Educating for global citizenship in Egypt's private sector : a critical study of cosmopolitanism among the Egyptian student elite." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29780.

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In an age of globalisation, conflicting identities and cultures continue to remain a source of seemingly intractable conflict. Educative interventions are meanwhile increasing in trend among academics, politicians and multilateral aid organisations. Each regard education as a long-term solution to contemporary social and security issues. Supporting literature on the relationship between education and identity suggests that formal education has a powerful influence on students’ outlook on life, their loyalties and their identities. This premise suggests that when questioned about global issues,

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Nicolas, Samira Selwa. "The relationship between technology integration and the development of global citizenship skills and attitudes in a Lebanese context." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/3557/.

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Information and communication technologies have seen exponential growth and development in the last few decades, therefore increasing the conditioning force they exert on power, knowledge, and creativity in the 21st century. This research aims to contribute to the discussion of 21st century globalization, from an educational perspective, and from the perspective of a developing country, Lebanon. Notable sociologist Manuel Castells’s theory of the network society provides the conceptual framework within which this thesis is situated. This thesis explores the integration of technology into the t

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Royant, Lena. "Global citizenship education : a case study of the UK-based non-governmental organisation Reading International Solidarity Centre." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/78877/.

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This thesis examines global citizenship education (GCE) within the context of a case study of the non-governmental organisation (NGO) Reading International Solidarity Centre (RISC). It also examines the relations that exist between GCE and (global) citizenship from a critical perspective. GCE is characterised as a form of critical education as revealed through the perspectives of critical educators and education philosophers, through social and educational movements in general, and through the development education movement specifically. The methods of data collection employed include individu

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Jenkins, Alyson. "Education for Sustainable Development and Global Citizenship adult and community learning in Wales : from policy to pedagogy." Thesis, Swansea University, 2018. https://cronfa.swan.ac.uk/Record/cronfa48775.

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Education for Sustainable Development and Global Citizenship (ESDGC) is an educational response to the Welsh Government's commitment to sustainable development. This thesis provides a detailed case study of the implementation of a strategy for ESDGC in the Adult and Community Learning (ACL) sector in Wales. An international, UK and local Welsh policy background influenced the development and implementation of ESDGC. An examination of this policy background contextualises detailed qualitative research undertaken with those involved with developing the ESDGC strategy, as well as tutors and manag

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Duty, Lisa Marie. "Changing Teachers’ Conceptualizations of Teaching for Citizenship in a Globalized World." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290522463.

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Clougherty, Christen Higgins. "A critical evaluation of the Nobis project : a creative-process approach to service-learning and global citizenship education." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/272/.

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The Nobis Project is an innovative creative process approach to service-learning and global citizenship education aiming to teach secondary school students six dimensions of civic engagement: values, knowledge, skills, efficacy, commitment, and empathy. It guides students to comprehend current affairs and to devise ways to respond to local, national or global issues without direct contact with service recipients. This thesis examines the claims of the Nobis Project program using data collected from a series of five case studies each with an international focus. It analyzes how far the Nobis Pr

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Cunnington, Meaghan E. "Exploring a semi-immersive experiential program and the development of 21st century skills with early adolescent boys." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2633.

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To prepare students to live and contribute productively in the contemporary world, global policy and curricula has promoted the development of 21st century skills, such as communication, leadership, and personal and social responsibility. This study explored the efficacy to develop 21st century skills of one semi-immersive experiential education program for early adolescent boys. Using a mixed-methods approach, data was collected from students, parents and teachers involved in one iteration of the 10-week program. Findings reveal aspects which could increase the potential of this program - rel

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Cheung, Chiu-man Jordan. "The Implementation of Global Citizenship Education at Junior Secondary Sector in Hong Kong Secondary Schools – The Teachers’ Perceptions." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8971.

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Civic education has regained momentum over the past one to two decades when more and more governments in various jurisdictions are awakened by a greater need for allegiance, responsible behaviours, and participation from their citizens. With the escalating impacts of globalization, the conventional notion of civic education founded on nation-states has been subject to rigorous challenges. Critics keep questioning whether contemporary citizens need to play a more active role in the global milieu. People in Hong Kong who live in an international cosmopolitan are for sure no exception. The global

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Welty, Elizabeth. "Citizenship education in the global era : a comparative case study of Northern Ireland and the Republic of Ireland." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603561.

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This thesis explores how citizenship education is preparing children for life in the global, multicultural era. Globalisation is impacting upon the understanding and practice of citizenship, and multiculturalism as a key manifestation that the education systems are increasingly accommodating. This thesis uses a variety of multicultural and education concepts to describe how globalisation is translated into educational curricula designed to prepare children for life in the global era. It presents the findings from a comparative case study in the North and South of Ireland, focusing on how the c

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Waliaula, Anne Jebet. "Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306952318.

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Bruno, Lynn Q. "Lifelong learning characteristics and academic achievement of eighth -grade students: Lessons for educators in preparing students for global citizenship." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/708.

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Researchers have expressed concern that current educational reform and its focus on psychometrics does not address the skills students will need to prosper in the 21st century. Several researchers have attempted to identify and measure those skills. The purpose of this quasi-experimental mixed-methods study was: (a) to test for a strong link between the emotional components of learning and academic achievement, and (b) to determine if direct teaching of the learning domains as identified by the Effective Lifelong Learning Inventory (ELLI) strengthens learning confidence. Using a convenience sa

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Adams, Alicia Nicole. "Researcher experiences of a long-term higher education partnership with rural schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62889.

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The purpose of the study was to explore researcher experiences of community engagement as part of a long-term higher education community engagement (HECE) partnership with rural schools. The theoretical framework that guided the study was grounded in the construct global citizenship. The instrumental case design followed the qualitative approach from a constructivist epistemology. Semi-structured questionnaires were used for data collection with purposively sampled researchers (n=16), comprising male (n=3) and female (n=13) researchers, including local (n=14) and international (n=2) researcher

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Ferguson, Chen W. "Factors Contributing to Students' Global Perspectives: An Empirical Study of Regional Campus, Business, and Study Abroad Students." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1385479976.

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Snyder, Shane. "Teachers' Perceptions of Digital Citizenship Development in Middle School Students Using Social Media and Global Collaborative Projects." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2504.

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Middle school students misuse social media without understanding the negative influence on their global digital footprint and lives. Research does not provide insight into how students develop digital citizenship skills for positive digital footprints and appropriate social media use. The purpose of this qualitative case study was to explore students' growth as digital citizens while participating in one digital citizenship project using global collaboration and social media. The conceptual framework included Ribble's theory of digital citizenship and Siemens's theory of connectivism. Research

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