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Journal articles on the topic 'World citizenship – Study and teaching'

Author: Grafiati

Published: 28 July 2024

Last updated: 31 July 2025

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1

Ellerbe, Amanda E. "Teaching Citizenship Through Music Education: A Case Study of a Community Youth Orchestra Program." Bulletin of the Council for Research in Music Education, no. 236 (April 1, 2023): 43–57. http://dx.doi.org/10.5406/21627223.236.03.

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Abstract This instrumental case study was designed to elicit a nuanced view of perspectives and approaches to citizenship education in one context of music teaching and learning. I chose an El Sistema-inspired youth orchestra program as an instrumental case of citizenship education given the program's explicit mission: to educate students as citizens through intensive ensemble-based music instruction. Throughout one academic year, I conducted observations of the program's routine activities and engaged with five participants in interviews and processes of member reflection. Through these inter

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Fang, Fan (Gabriel), and Will Baker. "‘A more inclusive mind towards the world’: English language teaching and study abroad in China from intercultural citizenship and English as a lingua franca perspectives." Language Teaching Research 22, no. 5 (2017): 608–24. http://dx.doi.org/10.1177/1362168817718574.

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With the status of English as a global lingua franca (ELF), English is no longer the sole property of its Anglophone native English speakers (NES) problematizing the current dominance of Anglophone cultures and NES in the field of English language teaching (ELT). The notion of intercultural citizenship education offers a critical alternative model in language education. To investigate how ELF, intercultural approaches and the concept of intercultural citizenship might be integrated within the field of ELT, a study was conducted in a university located in southeast China. Due to the large numbe

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Devi Subramaniam, Vimala, and Murugan Rajoo. "Need Analysis for Developing a Problem-Based Learning E-Module in Mathematics with Integrated Global Citizenship Education." Progress in Computers and Learning 2, no. 1 (2025): 40–48. https://doi.org/10.37934/picl.2.1.4048.

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Global Citizenship Education is a framework designed to cultivate responsible citizens who respect values such as justice and equality, ultimately contributing to a more peaceful and sustainable world. By exposing primary school students to global issues, they can better understand critical challenges, particularly the eradication of global poverty, climate change, and peace, which can help them become more engaged global citizens. However, aspects of Global Citizenship Education are often overlooked in primary mathematics education. This study aims to evaluate mathematics teachers' perception

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Kang, Sol, and Meejung Chin. "Development and Evaluation of Global Citizenship Education Program for the 1st Graders in Elementary School: Based on Practical Problems in the Home Economics." Korean Home Economics Education Association 36, no. 1 (2024): 71–94. http://dx.doi.org/10.19031/jkheea.2024.3.36.1.71.

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This study aimed to develop, implement, and evaluate a practical, problem-based global citizenship education (GCED) program in the first grade of elementary school to suggest ways for practical global citizenship education in the next curriculum. This study proceeded following the ADDIE teaching design model. Through literature research, the relevance of global citizenship education to the 2022 national curriculum and the 2022 practical arts curriculum was analyzed, and based on the results, the learning elements of global citizenship education were extracted from the 2022 integrated subjects

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Abdi, Ali A. "The rhetorical constructions of global citizenship and the location of youth: A critical analysis." International Journal of Development Education and Global Learning 8, no. 2 (2017): 37–52. http://dx.doi.org/10.18546/ijdegl.8.2.04.

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The recent growth of global citizenship scholarship, especially in so-called Western universities, could entice us into making constructive assumptions about the viability of this area of study and teaching. Especially with respect to the lives of young people, the promise of global citizenship and its growing disciplinary popularity can be read as contributing to more connected and selectively realizable world communities, which share more of their lives' possibilities for the wellbeing of all. With this in mind, and with a continuing focus on the rhetorical claims of global citizenship – as

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Žegunienė, Vaida. "VAIKŲ GLOBALAUS PILIETIŠKUMO UGDYMAS IR UŽSIENIO KALBOS MOKYMAS PRIEŠMOKYKLINIO UGDYMO GRUPĖJE." Tiltai 88, no. 1 (2022): 101–20. http://dx.doi.org/10.15181/tbb.v88i1.2413.

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This article reviews the problem of global citizenship education and foreign language teaching at pre-primary school level. The education of pre-primary school children is inseparable from knowledge of the world, communication in the mother tongue and in a foreign language, and the formation of values and patterns of social behaviour that are relevant to humanity. The pre-primary school age is the right age to encourage children to learn about their immediate environment, and to broaden their knowledge of other countries and natural and social phenomena in them. Global citizenship education sh

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Kiruthika, S. "Promoting Ethical and Responsible Citizenship through Character Building and Value Education." Shanlax International Journal of Arts, Science and Humanities 12, S2-Jan (2025): 58–62. https://doi.org/10.34293/sijash.v12is2-jan.8874.

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“Education is the most powerful weapon which you can use to change the world.” - Nelson Mandela Education is much more than just knowledge; it also promotes strong character and values. People nowadays face issues such as dishonesty, selfishness, and a lack of accountability. Teaching morals may help to overcome these difficulties and build a better society. This study looks at the existing situation, obstacles in teaching values, and ways for fostering ethical behavior. Together, schools, parents, and communities can help children become ethical and responsible citizens.

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Spanke, Jeff. "An abuse of teaching: Empathic citizenship and English language arts in a time of rising nationalism." Citizenship Teaching & Learning 16, no. 3 (2021): 343–59. http://dx.doi.org/10.1386/ctl_00070_1.

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In the reflective case study, I examine how seven of my pre-service English teachers reconcile their collective interest in justice-oriented citizenship education with a ‘pro-American curriculum’ that seems to conflate patriotism with American nationalism. Through these pre-service teachers’ insights, I investigate how such ideologies as patriotism, nationalism and teacher identity are constructed and interpreted in the ELA classroom. Additionally, this study seeks to help teachers and teacher educators develop skills, knowledge and understanding to address issues of citizenship education acro

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Yulita, Leticia. "Competences for democratic culture: An empirical study of an intercultural citizenship project in language pedagogy." Language Teaching Research 22, no. 5 (2017): 499–516. http://dx.doi.org/10.1177/1362168817718579.

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This article reports on a pedagogical intervention in foreign language teaching in higher education. It analizes the competences developed by Argentinian and UK-based students as they used Skype to design a leaflet that addressed a real world issue: the Argentinian military dictatorship and its manipulation of the 1978 Football World Cup. The data consists of students’ discussions of this highly disturbing human rights issue. A first level of analysis focused on identifying evidence of competences using the Council of Europe’s conceptual model of ‘competences for democratic culture’ (2016). In

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Zia, Ur Rehman. "Role of Universities in Developing Citizenship among Students: The Case of Pakistan." Global Social Sciences Review 3, no. 3 (2018): 142–57. https://doi.org/10.5281/zenodo.4347416.

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Citizenship as associated with educational learning facilitates getting ready our young graduates for the challenges and prospects of a changing world. Citizenship is becoming the key subject in teaching and learning. It is an entrance to a more comprehensive society. So, it is indispensable to explore the function of universities in developing citizenship among graduates. A survey research method is adopted. A questionnaire based study of a sample of fifteen hundred Master level graduates from fifteen public/private universities of Pakistan is therefore undertaken. Analysis of data revealed t

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Zia, Ur Rehman, Iqbal Majoka Muhammad, and Naz Sadia. "Role of Universities in Developing Citizenship among Students: The Case of Pakistan." GLOBAL SOCIAL SCIENCES REVIEW (GSSR) III, no. III (2018): 142–57. https://doi.org/10.31703/gssr.2018(III-III).09.

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Citizenship as associated with educational learning facilitates getting ready our young graduates for the challenges and prospects of a changing world. Citizenship is becoming the key subject in teaching and learning. It is an entrance to a more comprehensive society. So, it is indispensable to explore the function of universities in developing citizenship among graduates. A survey research method is adopted. A questionnaire based study of a sample of fifteen hundred Master level graduates from fifteen public/private universities of Pakistan is therefore undertaken. Analysis of data revealed t

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Hasnani, Ariani, Herlindah, Nirwana, Kamaluddin, and Trismawati. "Empowering Literacy Through Lesson Study: Unveiling the Transformative Role of Community-Based Learning." IJOLEH : International Journal of Education and Humanities 2, no. 2 (2023): 145–60. http://dx.doi.org/10.56314/ijoleh.v2i2.170.

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The aim of this research explores the transformative potential of community-based learning, within the context of Lesson Study. This study used collaborative classroom action research (CAR). By evolving literacy demands and the imperative of global citizenship education, emerges as a powerful pedagogical approach. The findings show that It empowers educators to take ownership of their teaching practices, engages students in meaningful learning experiences, and fosters reciprocal relationships with local communities. Through the cyclical process of inquiry, reflection, and iteration, it has led

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Parejo, José Luis, María O. Cortón-Heras, Alba Nieto-Blanco, and Cristina Segovia-Barberan. "Plastics as an Educational Resource for Sustainable Development: A Case Study in Ghana." Sustainability 13, no. 12 (2024): 6727 (1–22). https://doi.org/10.3390/su13126727.

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The world is going through a climate crisis that is severely impacting the environment and the well-being of the population. The increased consumption of plastics, especially in developing countries, is generating an exponential rise in plastic waste. This article introduces a qualitative investigation in the form of a case study, with data derived from an educational project focused on plastics as a vehicle for environmental education. This project was implemented with a group of 50 children from a Ghanaian school. Our results reveal that the students acquired a high

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Ayali, Keren Ketko, and Muşata Bocoş. "Practical Five-Level Model for Activist Pedagogy and Promoting Active Citizenship: Film Study in Israel as a Test Case." Educatia 21, no. 19 (December 19, 2020): 73–83. http://dx.doi.org/10.24193/ed21.2020.19.09.

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This article presents a practical applicable model for teachers in all high school subjects who chose the teaching profession to educate future generations using activist teaching promoting active citizenship and a progressive liberal world view. The five-level model addressing the activist pedagogy practice developed in the 21st century, helps empower and develop teachers’ professional abilities operating in education as social change agents. The model was developed as part of broad research into the need to train teachers using the activist pedagogical approach. The study emphasizes the mode

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Belabcir, Souad. "Unleashing Students’ Leadership and Global Citizenship Skills through ELT for Increased Employability." International Journal of English Literature and Social Sciences 9, no. 3 (2024): 355–66. http://dx.doi.org/10.22161/ijels.93.45.

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To meet the demands of a globalized world, English learners need to develop employability skills that qualify them to achieve academic and professional success. The global market is in desperate need of leaders who can surpass all cross-cultural barriers and embrace global citizenship. Employees are required to develop leadership and global citizenship skills so as to enhance their creativity, productivity and sustainability in the workplace. Against this backdrop, English Language Teaching (ELT) seems to be an essential means for empowering students’ leadership and global citizenship skills s

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Karaca, Adem. "Examinatıon of Generation Z Pre-Service Teachers' Global Literacy Levels in Terms of Different Variables." Scientific Educational Studies 9, no. 1 (2025): 28–49. https://doi.org/10.31798/ses.1702564.

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The aim of this study is to examine the global literacy skills of Generation Z pre-service teachers in the context of a globalizing world, considering various variables. The research was designed using a quantitative research model, and the impact of independent variables on global literacy skills was analyzed through various statistical tests.Data were collected from 388 pre-service teachers, selected through convenience sampling, using the Global Literacy Scale. The collected data were analyzed using independent samples t-tests and ANOVA. The analysis revealed a significant difference in glo

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Esteban, Francisco, Maria Rosa Buxarrais, and Teodor Mellen. "What do University Teachers Think about the Teaching in Ethics and Citizenship in the European Higher Education Area?" New Educational Review 32 (2013): 313–23. http://dx.doi.org/10.15804/tner.13.32.2.26.

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Ethics and citizenship education has become the focus of considerable debate since the construction of the European Higher Education Area. That this should be so is interesting, as it is a type of education that forms part of the educational mission of the university, as its history plainly demonstrates. Ethics and citizenship education cannot be analyzed solely in terms of its pedagogical requirements, the competences that it seeks to develop, or the type of students and professionals that the world needs today. Its success also requires our exploring what university teachers understand by th

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Chong, Eric K. M. "Global citizenship education and Hong Kong’s secondary school curriculum guidelines." Asian Education and Development Studies 4, no. 2 (2015): 221–47. http://dx.doi.org/10.1108/aeds-05-2014-0016.

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Purpose – The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the back

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Zia Ur Rehman, Muhammad Iqbal Majoka, and Sadia Naz. "Role of Universities in Developing Citizenship among Students: The Case of Pakistan." Global Social Sciences Review III, no. III (2018): 142–57. http://dx.doi.org/10.31703/gssr.2018(iii-iii).09.

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Citizenship as associated with educational learning facilitates getting ready our young graduates for the challenges and prospects of a changing world. Citizenship is becoming the key subject in teaching and learning. It is an entrance to a more comprehensive society. So, it is indispensable to explore the function of universities in developing citizenship among graduates. A survey research method is adopted. A questionnaire based study of a sample of fifteen hundred Master level graduates from fifteen public/private universities of Pakistan is therefore undertaken. Analysis of data revealed t

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Udayjosna, M. Karuna, Mandla Ratna Reddy, and M. Subba Ram Prasad. "EMPOWERING FACILITATORS FOR ETHICAL TEACHING IN DIGITAL ERA." Journal of Commerce, Economics & Computer Science 11, no. 02 (2025): 136–39. https://doi.org/10.62823/jcecs/11.02.7612.

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The rapid advancement of digital technologies has converted the educational geography, creating both opportunities and ethical challenges for facilitators. In this evolving environment, empowering facilitators with the skills, knowledge, and values necessary for ethical teaching is imperative. This paper explores strategies for strengthening educators' capacity to uphold academic integrity, promote responsible digital citizenship, and navigate the complexities of online learning environments. By integrating ethical frameworks with practical digital tools, facilitators can foster a culture of i

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Kaçar, Işıl Günseli. "A Case Study into Turkish EFL Pre-Service Teachers’ CALL-Mediated Professional Development for Global Citizenship Education Through Inclusive Webquest Task Design." Computer-Assisted Language Learning Electronic Journal 26, no. 2 (2025): 118–48. https://doi.org/10.54855/callej.252625.

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Being inquiry-oriented and socio-constructivist, webquests offer experiential project-based learning opportunities for 21st century inquiry-oriented EFL pre-service teachers' professsional development via collaborative knowledge construction and peer scaffolding. As comtemporary EFL teachers need to address culturally and linguistically diverse learner profiles, they need to raise their awareness of how to incorporate global citizenship elements into their future teaching contexts and align their curricula accordingly to foster inclusive classroom practices. The current eight-week exploratory

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Dimitriadi, Yota. "Who You’re Gonna Call? The Development of University Digital Leaders." Medijske studije 10, no. 19 (2019): 102–18. http://dx.doi.org/10.20901/ms.10.19.6.

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In our hyper-connected digitised educational world, university tutors are interested in capitalising on affordances of digital trends in teaching and learning. Students, under the alias of preservice- teachers, walk among them equipped with digital skills in areas of their interest. How can we encourage collaboration between tutors and students that can promote the use of the digital force wisely, support the development of students’ professional identities further and extend tutors’ digital competences? The story of nine tutors and eleven undergraduate pre-service-teachers working together on

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Dr., Juliet Nkonyeasua Ossai, Rhoda Nkemdilim Eboh Dr., and Reuben Daniel Dr. "Theorizing Identity Formation in Social Studies Education: A Philosophical Inquiry into the Inter Section of Culture, History, and Citizenship." International Journal of Humanities Education 13, no. 1 (2025): 943–59. https://doi.org/10.5281/zenodo.15462942.

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In Nigeria, and other parts of the world, identity is very essential that is the reason for the emphasis on titles before names. For example, a professor will emphasize the need for him or her to be referred to as Prof., the same with lawyers, medical doctors, engineers, architects, and so on. The conventional world has also developed traditional titles that are cultural, and customary like Chief, Eze, Obi, Ozo, Oba, Emir, Nze, and so on. Religion has titles associated with it, examples are Bishop, Reverend, Pastor, Chief Priest, Imam, Prophet, Knighthood (Sir and Lady), and so on. All these a

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Reilly, Doug, and Stefan Senders. "Becoming the Change We Want to See: Critical Study Abroad for a Tumultuous World." Frontiers: The Interdisciplinary Journal of Study Abroad 18, no. 1 (2009): 241–67. http://dx.doi.org/10.36366/frontiers.v18i1.265.

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Buzzwords like "global competency" sound compelling initially, but without a critical definition, the danger is that the rhetoric becomes an empty sales pitch. In this essay, we argue that we can no longer afford to allow study abroad to be reduced to such catchphrases. We propose a new model for understanding the work of study abroad; Critical Study Abroad. Critical Study Abroad is a structured way of framing our work with direct reference to the current state of the world, and it suggests concrete changes in the work of our programs. It rejects many of the assumptions of previous frames: in

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Cruz, Justine A. Dela, Juhannah S. Paican, Norsamia R. Rajahmuda, and John Harry S. Caballo. "Intercultural Communicative Competence in Teaching of English as a Foreign Language: Perspectives of Filipino Teachers." American Journal of Society and Law 3, no. 2 (2024): 8–15. http://dx.doi.org/10.54536/ajsl.v3i2.3352.

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This qualitative study explored Filipino EFL teachers’ perspectives on Intercultural Communicative Competence (ICC) in their teaching practice. It employed a qualitative approach with six participants to investigate three key areas: teachers’ views on ICC, their use of intercultural approaches in teaching, and the perceived contributions of ICC to teaching English as a Foreign Language. The research found that teachers viewed ICC as essential for fostering effective cross-cultural communication and promoting cultural awareness. Participants reported implementing intercultural approaches throug

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Lee, Mimi, Jeewon Park, and Soeun Lee. "The Status and Characteristics of Educative Curriculum Materials in Teaching and Learning History." Educational Research Institute 44, no. 2 (2024): 407–33. http://dx.doi.org/10.34245/jed.44.2.407.

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This study analyzed the current status and characteristics of history educative curriculum materials, highlighting the importance of these materials in supporting teacher learning and professional growth. For this purpose, we examined four widely used history education curricular materials in the United States: Reading Like a Historian, Read.Inquire.Write., World History Project, and Teaching History, Learning Citizenship. The analysis revealed the various educative features designed to enhance teachers’ learning and growth in planning, implementing, and reflecting on lessons. The characterist

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Silva, Jacenira de Oliveira da, Leandro dos Santos, Leuda Alves Calvares, and Prof Me Tiêgo Alencar. "DIDÁTICA DA LEITURA NAS ESCOLAS PÚBLICAS: UMA REVISÃO SISTEMÁTICA." Revista ft 29, no. 144 (2025): 45–46. https://doi.org/10.69849/revistaft/ar10202503181245.

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This study investigates the challenges of teaching reading in public schools and strategies to make it more meaningful. Based on authors such as Freire and Solé, it highlights reading as an essential practice for citizenship development and critical thinking. The research, of a bibliographic nature, analyzed didactic approaches and structural barriers that hinder the teaching of reading. The results indicate that interactive methodologies, such as shared reading and literary debates, increase student engagement. However, the lack of accessible libraries and the lack of teacher training are sti

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Goodmacher, Gregory, and Asako Kajiura. "SUGGESTIONS FOR GLOBAL ISSUES IN LANGUAGE EDUCATION MATERIALS AND ACTIVITIES." UAD TEFL International Conference 1 (November 20, 2017): 278. http://dx.doi.org/10.12928/utic.v1.178.2017.

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Universities and other centers of learning are joining with the United Nations and other international institutions to further the study of significant issues that are affecting the lives of people across the globe. Ministries of education in various countries want to have their students develop an understanding of the concept of global citizenship and the connections between the peoples of our increasingly intertwined world. In line with this, many educational institutions are including global issues education in their curricula. The English language is the predominant language of internation

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De Ramos, Zernan, and Angela Balance. "Community Extension and Citizenship Education of San Beda University towards SDG’s." Bedan Research Journal 6, no. 1 (2021): 81–107. http://dx.doi.org/10.58870/berj.v6i1.23.

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The critical roles of the Higher Education Institutions (HEI) towards the achievement of sustainable development signifies the need to implement Education for Sustainable Development (ESD). Opportunities in applying ESD can be accomplished in different dimensions of the school to pursue the worldwide acceptance of the Sustainable Development Goals (SDGs). This formed a question for San Beda University (SBU) to describe its practices and programs towards the achievement of ESD. In this study, the community extension and citizenship education of San Beda University were specifically examined in

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MEDEIROS, Cláudia Christianne Barros de Melo, Maria do Socorro Costa Feitosa ALVES, Antônio MEDEIROS JÚNIOR, Mônica Karina Santos REIS, Lucas José de Azevedo SILVA, and Matheus Dantas TERTULINO. "Educational opportunities for reflective practice." RGO - Revista Gaúcha de Odontologia 63, no. 4 (2015): 418–25. http://dx.doi.org/10.1590/1981-863720150003000072938.

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Objective: This paper aims to identify, during the educational process, the development of the ability to work in multidisciplinary team, during regular or electives disciplines, in the view of students. Methods: This is a descriptive study that used the procedure collects a semi-structured questionnaire directed to graduates of the School of Dentistry, Federal University of Rio Grande do Norte. The data were evaluated based on descriptive statistics. Results: The results indicate that interactions with the community in real-world scenarios, in the construction of everyday experiences and sign

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Carambas, Janice R., and Janet S. Tibaldo. "Fostering Critical Thinking in Filipino through Media and Information Literacy." Advances in Mobile Learning Educational Research 5, no. 1 (2025): 1370–87. https://doi.org/10.25082/amler.2025.01.012.

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Media and Information Literacy (MIL) plays an indispensable role in the modern world, where the abundance of information and the rapid dissemination of media messages can both inform and mislead. This study aims to integrate MIL into Filipino language teaching through the use of lesson exemplars. Understanding and incorporating MIL competencies into subject areas is essential to nurturing students' skills and knowledge about their environment. Through the application of both quantitative and qualitative methods, the findings reveal that MIL empowers individuals to navigate the complex media la

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Saqinah Aifi Kirmala, Angela Eva Nia, Arini Rehulina Surbakti, Solavide Ginting, and Sri Yunita. "Membangun Kesadaran Siswa tentang Pentingnya Pendidikan Kewarganegaraan di Era Digital." Public Service and Governance Journal 5, no. 2 (2024): 162–70. http://dx.doi.org/10.56444/psgj.v5i2.1508.

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Citizenship education is important to teach students and young people the values and skills of being active citizens. The aim of this research is to build student character who is developing in the current digital era. This research uses a qualitative method with a literature study approach. The data collection technique used is through literature analysis, such as books, scientific articles, and various sources relevant to this research, namely building student awareness about the importance of citizenship education in the digital era. In the current digital era, citizenship education is ve

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Calizaya-Lopez, Jose, Ariosto Carita-Choquecahua, Ada Erlinda Huamantuna Sullo, Rildo Bellido-Medina, Hugo Fernando Mamani Chambi, and Elizabeth Elizabeth Mendoza. "Education for citizenship: Integrating social sciences into the university curriculum." Universidad Ciencia y Tecnología 28, no. 122 (2024): 73–82. http://dx.doi.org/10.47460/uct.v28i122.793.

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In contemporary society, characterized by rapid technological advancement, university curricula need to be adapted to emerging political, social, scientific, and technological changes. In this context, citizenship education acquires fundamental relevance by integrating various educational purposes that offer comprehensive training focused on the student and oriented toward the future. This study delved into the teaching of social sciences in different university disciplines, using the Science, Technology, and Society (STS) approach, and was supported by surveys and interviews carried out with

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Kuzmina, Svetlana V. "Formation of patriotism among the younger generation in the modern school environment." Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 21, no. 2 (2021): 212–16. http://dx.doi.org/10.18500/1819-7671-2021-21-2-212-216.

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The article is devoted to the problem of returning patriotic education to the modern school system. The purpose of the research is to study the features of patriotism formation as an unshakable value in the upbringing of the younger generation. A comparative analysis of the concepts of «patriotism», «citizenship», «nationalism», «internationalism» has shown that historically the education of patriotism in children and youth intersects with the formation of citizenship, national identity, and the organization of friendly interethnic relations. The scientific novelty of the work consists in the

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Malchykova, D. S., and K. V. Mezentsev. "PUBLIC IMAGE OF GEOGRAPHY IN THE CONTEXT OF BASIC SECONDARY EDUCATION STANDARDS TRANSFORMATION: UKRAINIAN AND WORLD EXPERIENCE." Ukrainian Geographical Journal, no. 1 (2022): 53–63. http://dx.doi.org/10.15407/ugz2022.01.053.

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This paper aims at the analysis of basic geographical education standards transformation in Ukraine and foreign countries in the XXI century, and their influence on the public image of geography. The volume and duration of compulsory geography education in Ukraine have gradually reduced. Moreover, in the standards of basic secondary education it was partly included into integrated courses and broad academic fields. It have caused significant transformations of public perception and awareness of geography as a science, academic field, and sphere of career opportunities, led to a decline of publ

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Abudu, Amadu Musah, Iddrisu Bariham, and Joseph Yaw Dwamena Quansah. "Integrating Global Citizenship Education into Ghana’s Common Core Programme: Pathways to Empowering 21st Century Learners." African Journal of Empirical Research 5, no. 4 (2024): 1997–2013. https://doi.org/10.51867/ajernet.5.4.167.

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Ghana’s Common Core Programme (CCP), introduced as part of recent educational reforms, aims to equip students with 21st-century competencies, including critical thinking, ethical reasoning, and intercultural collaboration. While the CCP provides a promising framework for incorporating Global Citizenship Education (GCE), the extent to which global citizenship principles are fully integrated within the curriculum remains a critical issue. Grounded in Transformative Learning Theory, this study examines the integration of GCE within the CCP and its potential to prepare students for active roles in

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Hansen, David T. "Introduction: Rethinking Globalization, Education, and Citizenship." Teachers College Record: The Voice of Scholarship in Education 113, no. 6 (2011): 1135–53. http://dx.doi.org/10.1177/016146811111300606.

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Background/ Context This essay is a part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitation

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Llamosa, Maria Ysabel Valentin, Hector Raul Santa Maria Relaiza, Giancarlo Roosvelt Contreras Moreno, Ulises Cordova Garcia, and Marina Vilca Caceres. "Digital Competences and Teaching Performance in Regular Basic Teachers of Lima." NeuroQuantology 20, no. 5 (2022): 507–13. http://dx.doi.org/10.14704/nq.2022.20.5.nq22202.

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The purpose of the research was to determine the relationship between digital skills and teaching performance in an educational institution in Lima. It was developed under the quantitative approach, type of basic research, nonexperimental cross-sectional design, descriptive correlational. Regarding the sample, it was made up of 57 teachers from the secondary level of said study center; The field work was developed through the survey and instrument technique, questionnaires from which a high reliability was obtained through the Cronbach's Alpha of digital skills (0.903) and teaching performance

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Okada, Alexandra, Giorgos Panselinas, Mihai Bizoi, Rosina Malagrida, and Patricia Lupion Torres. "Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education." Sustainability 16, no. 7 (2024): 2794. http://dx.doi.org/10.3390/su16072794.

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This large cross-national study investigates the development of transversal skills in the context of open schooling—an educational approach integrating schools, universities, and communities to address real-world challenges—through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated self-report instrument to evaluate the perceptions of 12,074 underserved students concerning their learning experiences in open schooling environments. An exploratory factor analysis enabled us to explore quantitative insight into students’ s

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Farich Alfani, Moch. "The Urgency of Citizenship Education in the 2013 Curriculum in Class V MI/SD." SETYAKI : Jurnal Studi Keagamaan Islam 1, no. 1 (2023): 9–17. http://dx.doi.org/10.59966/setyaki.v1i1.18.

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The problems that occur in education in Indonesia include the decrease in the degradation of the character of elementary school students, the use of learning methods that seem difficult for students to understand, are less flexible, less democratic, and tend to be more dominant using one method. For this reason, MI/SD Citizenship Education learning must be strengthened so that in the future it can combine the practice of Pancasila values in everyday life, westernized culture that has permeated Indonesian culture can be minimized starting from styles in speaking, dressing or others. In this stu

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Torres-Guzmán, María E. "Renaissance, Sharing, and Belonging: A Messy Language of Hope." Teachers College Record: The Voice of Scholarship in Education 113, no. 6 (2011): 1293–310. http://dx.doi.org/10.1177/016146811111300608.

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Background/Context This essay is a part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations

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Insani Putri, Fhadira, Sri Purwaningsih, and Asrial Asrial. "TEACHER PERCEPTION OF CITIZENSHIP IN SCIENCE LEARNING TOOLS IN UNIFORM STRAIGHT MOTION AND UNIFORMLY ACCELERATED STRAIGHT MOTION." EduFisika: Jurnal Pendidikan Fisika 10, no. 1 (2025): 107–16. https://doi.org/10.59052/edufisika.v10i1.43130.

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This research aims to analyze teacher perceptions of Citizenship in Science learning tools designed to develop critical thinking skills in physics, specifically for Regular Straight Motion and Regular Changing Straight Motion materials. Using a mixed-method approach with an explanatory sequential design, data was collected from 9 junior high school science teachers through both quantitative questionnaires and qualitative interviews. The research employed purposive sampling to ensure participants had direct experience teaching the relevant physics concepts. Quantitative data was analyzed descri

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Montejo-Palacios, Elena, María del Consuelo Díez-Bedmar, and Pablo Cantero-Castelló. "Intersectionality Under Debate in a Globalized World: A Critical Review of the Construction of Democratic Societies Through the Interrelation of Gender, Race, and Cultural Diversities." Social Sciences 14, no. 4 (2025): 247. https://doi.org/10.3390/socsci14040247.

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Teacher education is paramount for nurturing democratic, critical, and participative citizenship. Educators should approach identity formation from an intersectional perspective, encompassing sex–gender, racial, and cultural diversities. This perspective highlights social inequalities and challenges the power structures that sustain them. Teachers play a crucial role in shaping and reflecting on these identities since their responsibilities extend beyond knowledge transmission. Their ability to incorporate intersectional perspectives into teaching influences students’ understanding of intersec

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Al-Nofli, Mohammed Abdullah. "Impacts of the COVID-19 Pandemic on Teaching and Learning Social Studies: A Literature Review." International Journal of Learning, Teaching and Educational Research 22, no. 5 (2023): 262–80. http://dx.doi.org/10.26803/ijlter.22.5.13.

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The unprecedented circumstances surrounding the COVID-19 crisis have affected K-12 education systems in most countries around the world. It is widely recognized that this crisis has presented opportunities and challenges for various school subjects. The purpose of this study was to examine the impacts of the COVID-19 pandemic on teaching and learning social studies. The study reviewed the content of 53 articles on K-12 social studies and its associated subjects (e.g., geography, history, and civic education) published between January 2020 and July 2022. Overall, the research findings indicated

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Fleacă, Elena. "Study on Social Responsibility Learning Needs to Capacitate the Responsible Education in Business Engineering." Balkan Region Conference on Engineering and Business Education 2, no. 1 (2017): 405–12. http://dx.doi.org/10.1515/cplbu-2017-0053.

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Abstract The advent of digital era and the growing competition require higher education providers to equip graduates with the right mix of skills needed for competing in a technology rich environment, delivering value-added to the market and to the economy at large. The responsible education has a pivotal role in addressing current business issues related to professional business conduct, citizenship and equity values, social and civic skills, and sustainable development concerns. The paper aims to investigate the implications of social responsibility concept in the education area and to exami

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Boustar, Rania. "Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities." Higher Education Research 9, no. 6 (2024): 154–60. http://dx.doi.org/10.11648/j.her.20240906.12.

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This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cul

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Oh, EunJou. "Modeling a General English Course Integrating Global Citizenship and Global Competence." Korean Association of General Education 15, no. 4 (2021): 163–86. http://dx.doi.org/10.46392/kjge.2021.15.4.163.

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This study aims to develop a general English course model that cultivates global citizenship and global competence, employing the backward design by Wiggins and McTighe. In order to situate the model in a historical context and thereby help us see its continuity to and distinctiveness from the existing methodologies, this study first explained how various historical teaching methodologies in the field of ESL/EFL were developed and adopted in a way that integrated the needs of the changing world of the past. Then various global citizenship education(GCED) models as an educational response to th

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Vasudevan, Lalitha. "An Invitation to Unknowing." Teachers College Record: The Voice of Scholarship in Education 113, no. 6 (2011): 1154–74. http://dx.doi.org/10.1177/016146811111300602.

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Background/Context This essay is part of a special issue that emerged from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose was to examine in fresh terms the nexus of globalization, education, and citizenship. Participants came from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They brought to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to p

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Tripon, Cristina, and Ana-Maria Drăghici-Popa. "Growing sustainability (SDGs) in universities by service- learning projects activities - case study." Journal of Educational Sciences & Psychology 15 (76), no. 2 (2024): 177–93. https://doi.org/10.51865/jesp.2024.2.16.

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The relationship between youth and the sustainability of rural areas is essential for the overall quality of life in these areas. By engaging youth in the sustainability of rural areas, we can ensure that the economic and social benefits of rural areas are shared across generations. Service learning (SL) is a powerful teaching practice because it allows students to learn and practice skills in a real-world setting. Service learning combines meaningful service with instruction, reflection, and student-initiated and directed inquiry into an issue or need. This type of learning fosters an environ

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Zackary Seitz, R. "Rubber ducks to ecological citizenship: a review of practitioner-oriented research on ecological issues in the social studies." Social Studies Research and Practice 15, no. 3 (2020): 261–75. http://dx.doi.org/10.1108/ssrp-01-2020-0003.

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PurposeThe world is facing unprecedented potential disaster with the impending climate crisis. Research within social studies education surrounding the integration of ecological issues, while still on the fringes, has seen a recent surge. This is a review of practitioner-oriented research published in the last ten years on teaching these issues in social studies classes.Design/methodology/approachThis study reviews practitioner-oriented articles on teaching ecological issues in social studies classes. The author searched databases and did a manual review using specific search terms. The author

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