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Littérature scientifique sur le sujet « Knowledge citizenship »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Knowledge citizenship"

Turlayev, A. V., and G. U. Balgimbekova. "Propaganda of legal knowledge about Kazakhstan citizenship." Bulletin of the Karaganda University “Law Series” 11529, no. 3 (2024): 51–58. http://dx.doi.org/10.31489/2024l3/51-58.

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In the article problematic issues surrounding the promotion of legal knowledge regarding Kazakhstan citizenship were considered, recognizing citizenship as a fundamental legal institution shaping modern Kazakhstan society's statehood. The research conducts a comprehensive analysis and synthesis of the theory and practice of disseminating legal knowledge about citizenship, aiming to identify solutions to normative consolidation challenges. Through a combination of general scientific and specialized legal methods, including analysis and theoretical generalization, as well as an examination of le

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Lee, Taehwa. "Which citizenship do you mean? The case of the Seokkwan Doosan apartment complex in Seoul." Energy & Environment 30, no. 1 (2018): 81–90. http://dx.doi.org/10.1177/0958305x18787269.

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Although applying a specific perspective (e.g. energy citizenship) provides valuable information about citizens’ actions in relation to energy issues, confining their actions into just one category risks limiting our knowledge. This paper explores this hypothesis through a case study of residents’ energy-related activities at the Seokkwan Doosan apartment complex in Seoul. This research compares four citizenship types with Andrew Dobson’s categories and applies them all to the case study. This research yields the following findings. The Seokkwan case appears to have a mixture of all the citize

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Azhari, Muhamad Ichsan, and Bambang Suko Priyono. "Knowledge Sharing Dan Kompetensi Terhadap Kinerja Pegawai Melalui Organizational Citizenship Behavior (OCB)." Jurnal E-Bis (Ekonomi-Bisnis) 6, no. 1 (2022): 243–55. http://dx.doi.org/10.37339/e-bis.v6i1.863.

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Riset ini bertujuan guna menganalisa pengaruh knowledge sharing serta kompetensi terhadap Organizational Citizenship Behavior (OCB) dan juga dampaknya terhadap kinerja pegawai pada Bank CIMB Niaga Jawa Tengah. Berlandaskan tujuan riset yang hendak dicapai, jenis riset yang digunakan oleh peneliti yaitu explanatory research. Berlandaskan hasil analisis, diperoleh bahwa terdapat pengaruh yang positif variabel knowledge sharing serta kompetensi terhadap organization citizenship behavior pegawai. Ada pengaruh yang positif variabel knowledge sharing, kompetensi serta organization citizenship behavi

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Clemitshaw, Gary. "Citizenship without history? Knowledge, skills and values in citizenship education." Ethics and Education 3, no. 2 (2008): 135–47. http://dx.doi.org/10.1080/17449640802439337.

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Ardi, Ridwan, Made Putrawan I., and Mudji Sutrisno F.X. "PPKn Instructional Materials Development based on Citizenship Behaviorin Improving Students’ Knowledge about Citizenship Concepts (PKn)." Journal of Advanced Research in Dynamical and Control Systems 11, no. 09-SPECIAL ISSUE (2019): 39–47. http://dx.doi.org/10.5373/jardcs/v11/20192533.

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Reysen, Stephen, Iva Katzarska-Miller, and Shonda A. Gibson. "World Knowledge and Global Citizenship: Factual and Perceived World Knowledge as Predictors of Global Citizenship Identification." International Journal of Development Education and Global Learning 5, no. 1 (2013): 49–68. http://dx.doi.org/10.18546/ijdegl.05.1.04.

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We examine the influence of factual and perceived world knowledge on global citizenship identification. Perceived world knowledge directly predicted global citizenship identification, while factual world knowledge did not (Study 1). Students' factual (Study 1) and perceived (Study 2) world knowledge predicted students' normative environment (degree that valued others prescribe being a global citizen) and global awareness (perceived knowledge of the world and one's connection to the world), which then predicted global citizenship identification, and identification with global citizens predicted

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Karyatun, Subur, Christian Kuswibowo, Mochamad Soelton, and Anees Jane Ali. "Determinants that influence cargo performance in the airport industry with knowledge sharing and knowledge management as mediating variables." Uncertain Supply Chain Management 13, no. 4 (2025): 733–42. https://doi.org/10.5267/j.uscm.2024.10.002.

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As one of the busiest airports in the world, organizational performance is the main focus. Problems that occur in organizations are many employees who complain about their work, employees who cannot fully comply with applicable regulations and policies, many employees who often come late to the office and do not comply with working hours according to the work times determined by the company. This research aims to analyze and test the influence of Quality of Work Life (QWL) and Knowledge Management on Organizational Citizenship Behavior which is mediated by Job Satisfaction, moderated by Knowle

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Yusof, Hamidah, Mohd Asri Mohd Noor, Mahaliza Mansor, and Jamal Yunus. "KNOWLEDGE, SKILLS, AND ATTITUDES OF MALAYSIAN STUDENT ON GLOBAL CITIZENSHIP EDUCATION." Jurnal Cakrawala Pendidikan 38, no. 3 (2019): 426–37. http://dx.doi.org/10.21831/cp.v38i3.26304.

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Student’s perception on the current global citizenship education might have evolved. This study aims to identify the level of knowledge, skills, and attitudes of global citizenship from students’ perceptions. It also examined the relationship between students’ knowledge with the skills and attitudes of global citizenship. This study involved 155 first semester students in a public university in Malaysia. The selection of these respondents is to get their views on the education of global citizenship they received at schools. They were chosen because they had just finished secondary schools, and

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Ahmad-Llewellyn, Shahara. "From Knowledge, to Service, to Citizenship." Phi Delta Kappan 85, no. 1 (2003): 62. http://dx.doi.org/10.1177/003172170308500117.

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Gundara, Jagdish. "Civilisational knowledge, interculturalism and citizenship education." Intercultural Education 19, no. 6 (2008): 469–79. http://dx.doi.org/10.1080/14675980802568269.

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Thèses sur le sujet "Knowledge citizenship"

Parmar, Chandrika. "The pluriverse of disasters : knowledge, mediation and citizenship." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:3702194d-8b32-49d5-a37d-55fadeb0bbe1.

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This thesis looks at a variety of stakeholders and how they inform the conversations around disasters and disaster sites. In particular it focuses on the way knowledge frameworks of different actors informs this dialogue and defines the nature of their response. The thesis argues that this has an implication for debates on democracy, governance and citizenship. The thesis looks at four sets of actors: individuals confronting and coping with the everydayness of disasters.; the states of Gujarat and Orissa in India which innovate in the face of disasters to either create a techno-managerial resp

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Bell, Stephanie A. "Knowing politics : knowledge and democratic citizenship in South Africa's education system." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7ca7a761-e6f2-4d65-a069-14ed18e18c3e.

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This thesis brings together democratic theory's calls for an understanding of the actually existing democratic state and anthropological work on innovative forms of citizen participation. Building on the work of Joao Biehl and Steven Robins, the research focuses on access to knowledge and claims of expertise as grounds upon which politicians and bureaucrats exclude citizen participation. It argues, using an ethnographic case study of South African student activist group Equal Education, that authors such as Max Weber, Michel Foucault, and James Scott are wrong to imply that citizens cannot tra

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Sigauke, Aaron T. "The teaching and practice of citizenship in schools in Zimbabwe (2007) : an investigation into student knowledge, attitudes and participation levels and teachers' views prior to the implementation of citizenship education." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=25201.

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Walters, Meghan Gail. "Elementary Educators' Knowledge, Beliefs, and Planned and Implemented Practices for Digital Citizenship." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6291.

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Limited research has focused on the knowledge, beliefs, and professional practices of elementary educators related to digital citizenship. The purpose of this study was to identify elementary educators' knowledge and beliefs about digital citizenship, as well as understand their plans and implemented practices, supports, and barriers related to digital citizenship instruction. This study was grounded in Mezirow's theory of transformative learning, Siemen's theory of connectivism, and Ribble's concept of digital citizenship. Descriptive statistics were used to analyze data collected from an ori

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Lehr, Jane L. "Social Justice Pedagogies and Scientific Knowledge: Remaking Citizenship in the Non-Science Classroom." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28335.

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This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape education practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model o

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Eid, Fatima Hasan. "Preparing youth for citizenship and democracy : young Bahrainis' civic and political knowledge and understanding." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/9038.

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Preparation of young people for effective citizenship has been a major concern in Bahrain since the transition towards democracy in 2001, and the movement towards reform in most aspects of life. To expedite the process of development and reform, education, training and youth issues are receiving growing attention in Bahrain. On a path of educational reform, Bahrain seeks to improve the quality of life for Bahraini citizens and increase their chances for prosperity, and, thus, citizenship education has been identified as a key initiative, which involves a clear commitment to help students acqui

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Ozturk, Funda. "Determinants Of Organizational Citizenship Behavior Among Knowledge Workers: The Role Of Job Charcteristics, Job Satisfaction, And Organizational Commitment." Thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612296/index.pdf.

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Organizational citizenship behavior (OCB) has been an important and growing area of research for past two decades. Numerous empirical research have identified consequences and antecedents of this extra

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Hanke, Thomas, Achim Jughardt, and Markus Bick. "MAVACO-Tool – webbasiertes Informations- und Unterstützungssystem für Corporate Citizenship." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-140159.

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Hanke, Thomas, Achim Jughardt, and Markus Bick. "MAVACO-Tool – webbasiertes Informations- und Unterstützungssystem für Corporate Citizenship." Technische Universität Dresden, 2006. https://tud.qucosa.de/id/qucosa%3A27870.

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Can, Ahmet. "Organizational Justice Perception and Its Effects on Knowledge Sharing: a Case Study of Forensics in the Turkish National Police." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500126/.

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In today’s economy, organizational knowledge is a fundamental factor for remaining competitive and managing intellectual capital. Knowledge Management aims to improve organizational performance by designing the work environment with necessary tools. Yet, significant amount of knowledge resides within the people in different forms such as experience or abilities. Transferring individual knowledge within members or into organizational repositories is so difficult. Knowledge sharing only occurs under certain circumstances: People share knowledge when they believe it is beneficial for them, when

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Livres sur le sujet "Knowledge citizenship"

Davids, Nuraan. Academic Citizenship, Identity, Knowledge, and Vulnerability. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6901-2.

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Service, Educational Testing, ed. Study guide: Social studies and citizenship education : content knowledge. Educational Testing Service, 2003.

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Somers, Margaret R. Genealogies of citizenship: Knowledge, markets, and the right to have rights. Cambridge University Press, 2008.

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Somers, Margaret R. Genealogies of citizenship: Knowledge, markets, and the right to have rights. Cambridge University Press, 2008.

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1953-, White Mimi, and Reilly Susan 1944-, eds. Media knowledge: Readings in popular culture, pedagogy, and critical citizenship. State University of New York Press, 1992.

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Héber-Suffrin, Claire. Les savoirs, la réciprocité et le citoyen. Desclée de Brouwer, 1998.

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1937-, Torney-Purta Judith, and International Association for the Evaluation of Educational Achievement, eds. Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. International Association for the Evaluation of Educational Achievement, 2001.

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Foundation, Close Up, ed. Civic achievement award program in honor of the office of Speaker of the House of Representatives: A civic knowledge and skills development program. Close Up Foundation, 1990.

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1971-, Caldwell Kia Lilly, ed. Gendered citizenships: Transnational perspectives on knowledge production, political activism, and culture. Palgrave Macmillan, 2009.

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Arabena, Kerry. Indigenous epistemology and wellbeing: Universe-referent citizenship. Australian Institute of Aboriginal and Torres Strait Islander Studies, 2008.

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Chapitres de livres sur le sujet "Knowledge citizenship"

Smederevac-Lalic, Marija, David Finger, Imre Kovách, et al. "Knowledge and Environmental Citizenship." In Environmental Discourses in Science Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-20249-1_5.

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Hammond, D. "Education for Engaged Citizenship." In Wisdom, Knowledge, and Management. Springer New York, 2006. http://dx.doi.org/10.1007/978-0-387-36506-0_14.

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Brisset-Foucault, Florence. "Bureaucratic interpersonal knowledge." In Identification and Citizenship in Africa. Routledge, 2021. http://dx.doi.org/10.4324/9781003053293-18.

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Davids, Nuraan. "Academic Identities and Citizenship." In Academic Citizenship, Identity, Knowledge, and Vulnerability. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6901-2_2.

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Davids, Nuraan. "Academic Citizenship as Curiosity." In Academic Citizenship, Identity, Knowledge, and Vulnerability. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6901-2_7.

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Schulz, Wolfram, John Ainley, Julian Fraillon, et al. "Civic Knowledge." In Education for Citizenship in Times of Global Challenge. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65603-3_3.

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Donahue, David M. "Disciplinary Knowledge, Service-Learning, and Citizenship." In Democratic Dilemmas of Teaching Service-Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003444039-22.

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Davids, Nuraan. "Stories as Reclamations of Knowledge." In Academic Citizenship, Identity, Knowledge, and Vulnerability. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6901-2_10.

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Davids, Nuraan. "Academics as Embodiments of Knowledge." In Academic Citizenship, Identity, Knowledge, and Vulnerability. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6901-2_6.

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Masemula, Morongwa B. "Whose Knowledge is Transmitted through Public Education in Africa?" In Decolonizing Global Citizenship Education. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-277-6_14.

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Actes de conférences sur le sujet "Knowledge citizenship"

Paz, Marta, and Clara Vasconcelos. "BEYOND THE CLASSROOM: EMPOWERING LEARNERS IN BIO AND GEOETHICS WITH ENGAGING NON-FORMAL RESOURCES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/50.

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Recent decades have witnessed extraordinary scientific and technological advances which have profoundly impacted society in multiple dimensions, such as healthcare, agriculture, energy, natural resources exploitation, environmental conservation, georisks management, and digital communication, promoting better living conditions for all. However, alongside the benefits, humanity also faces growing challenges and dilemmas concerning planetary sustainability and human rights. For this reason, the call for scientific and ethical literacy has never been more critical, namely in the field of bio and

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Hussein, Abdelnasser. "INFORMED CITIZENSHIP: BRIDGING THE KNOWLEDGE GAP." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2671.

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Martin, Darlene. "Fostering Student Agency and Digital Citizenship Through Knowledge Building." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1692995.

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Hara, Hiroko. "Performing Transnational Citizenship and Projecting Counter-Knowledge for Decolonization." In The Asian Conference on the Social Sciences 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2186-2303.2024.48.

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"Citizenship Knowledge Acquisition in Local Governments: The Participatory Budgeting Process." In 20th European Conference on Knowledge Management. ACPI, 2019. http://dx.doi.org/10.34190/km.19.138.

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Rosyada, Amrina, and Iim Siti Masyitoh. "Analysis Of The Role Of Community In Effort Of Citizenship Knowledge Development (Civic Knowledge)." In Proceedings of the 1st International Conference of Humanities and Social Science, ICHSS 2021, 8 December 2021, Surakarta, Central Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.8-12-2021.2322554.

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Zeguniene, Vaida. "FOREIGN LANGUAGE: A FACTOR OF GLOBAL CITIZENSHIP DEVELOPMENT AT PRE-PRIMARY SCHOOL." In 9th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscah.2022/s11.26.

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This article reveals the links between second language learning and the development of global citizenship in pre-school education. A review of educational policy documents shows that global citizenship education is defined as a democratic and sustainable education focused on the development of competences of a global citizen. It emphasises the importance of global citizenship in the education of the pre-school child, since from this point onwards, the child becomes familiar with his/her surroundings, not only locally but also globally. Education at this age is linked to knowledge of the world,

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Herlina, Maria Grace, Nopriadi Saputra, Lasmy, Darjat Sudrajat, Dicky Hida Syahchari, and Hardijanto Saroso. "Fine-tuning Organizational Citizenship Behaviour and Knowledge Management Behaviour in the Higher Education." In 2020 International Conference on Information Management and Technology (ICIMTech). IEEE, 2020. http://dx.doi.org/10.1109/icimtech50083.2020.9211109.

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Dzyubko, G., and N. Sofronova. "THE ROLE OF CULTURAL KNOWLEDGE IN SHAPING THE PATRIOTIC WORLDVIEW OF FUTURE OFFICERS." In THE TRANSCENDENCE OF BEING: THE IDEALS OF THE COGNITION OF TRUTH. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2024. http://dx.doi.org/10.58168/being2024_80-84.

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The article examines the problem of the formation of patriotism based on the study of the discipline "Cultural studies", differentiates approaches to the formation of citizenship and patriotism. The emphasis is placed on the peculiarities of the selection of didactic material and tasks for working with it in the aspect of forming a patriotic worldview. The article provides examples of questions and texts created by students.

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Chen, Chin Pin, His-Chi Hsiao, Ching Wei Lin, and Yong Xin Li. "The interactive effect of knowledge management with organizational citizenship behavior on knowledge management performance in Taiwan semiconductor industries." In EM). IEEE, 2010. http://dx.doi.org/10.1109/ieem.2010.5674210.

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Rapports d'organisations sur le sujet "Knowledge citizenship"

Parker, Rachel, Amy Berry, Payal Goundar, and Karena Menzie-Ballantyne. ACER-APCEIU Global Citizenship Education Monitoring Toolkit: For teachers, schools, and system leaders. Australian Council for Educational Research and Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO, 2024. http://dx.doi.org/10.37517/978-1-74286-773-1.

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At a time of escalating global unrest and insecurity, together with increasing global interdependence, interest in Global citizenship education (GCED) as a transformative pedagogy for peace, human rights, and sustainable development, has never been greater. Educators, school leaders and policy makers can play an important role in supporting young people to gain the knowledge and skills needed to engage with the global issues of our time, which are frequently described as volatile, uncertain, complex and ambiguous (Berinato, 2014). The APCEIU-ACER GCED Monitoring Toolkit was developed to assist

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Thompson, Charlie. State support for civic engagement. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/878.726.

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Civics education continues to gain national importance, especially in the aftermath of the 2020 presidential election and with recent debates about the teaching of history and critical race theory in schools. At the same time, Americans’ civics knowledge seems to be in a state of decline, with the first recorded drop in U.S. adults being able to name all three branches of government since 2016. Despite the increasing interest in strengthening civics education, states continue to differ in their interpretation of what constitutes relevant and high-quality civic engagement among students. As of

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Parker, Rachel, Jennie Chainey, Payal Goundar, et al. Summary report. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research; Asia-Pacific Centre of Education for International Understanding (APCEIU), 2023. http://dx.doi.org/10.37517/978-1-74286-721-2.

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The relationship between global citizenship and education quality was established almost a decade ago, when it was described as a target under United Nations Sustainable Development Goal (SDG) 4.7 – to ‘ensure all learners acquire knowledge and skills needed to promote sustainable development.’ Despite efforts to define and frame global citizenship education (GCED), systems continue to grapple with understanding, enacting, and measuring it in ways that reflect changing local and global conditions for students, teachers and schools. This study responds to an identified need for tools and resour

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Mokate, Karen Marie, and José Jorge Saavedra. Management for Social Development: An Integrated Approach to the Management of Social Policies and Programs. Inter-American Development Bank, 2006. http://dx.doi.org/10.18235/0012204.

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Management for Social Development is a field of action (or practice) and knowledge focused strategically on the promotion of social development. Its objective lies in the creation of public value, thus contributing to the reduction of poverty and inequality, as well as to the strengthening of democratic states and citizenship. The present document attempts to define and characterize the field of Management for Social Development and proposing a conceptual framework that provides orientation to the strategic action of Management for Social Development. We consider these objectives relevant to t

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Valdivia-Vizarreta, Paloma, and Johana Evelyn Montalvan Castilla. Flexibility and Playful Learning as Strategies for a Transformative Pedagogy in Higher Education. University of Stavanger, 2024. http://dx.doi.org/10.31265/usps.295.

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This essay explores how flexibility and playful learning address the current challenges in higher education, aligned with the principles of transformative pedagogy. This pedagogical approach views the university as an inclusive and adaptable space, where teaching aligns with students’ realities and needs, promoting accessibility, engagement, and holistic development. Flexibility enables students to manage their learning in a personalised manner, adapting to their individual paces, schedules, and environments (whether in-person or virtual), fostering autonomy and a better balance between person

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Riederer, Bernhard. URBAN-RURAL DIFFERENCES IN EARLY BIRTHS IN AUSTRIA: A REGIONAL AND INDIVIDUAL LEVEL ANALYSIS. Verlag der Österreichischen Akademie der Wissenschaften, 2025. https://doi.org/10.1553/0x00407c46.

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Demographic research has repeatedly demonstrated differences in fertility on the subnational level, especially between urban and rural regions. The most recent literature focuses on historical developments of total fertility, cohort fertility, or indicators of late fertility (35+). The present paper complements these analyses by focusing on earlier births (i.e., births at ages below 25) and by analysing both regional and individual level data. In particular, I assume that metropolitan areas as centres of contemporary knowledge societies and service economies offer educational and economic oppo

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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and

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Tek, Muytieng, Sorsesekha Nok, and Phal Chea. Faculty Engagement in Cambodian Higher Education Internationalisation. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.135.202212.

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Internationalisation is known to contribute to higher education development, particularly through the integration of international, inter-cultural or global dimensions into the purpose, functions, or delivery of higher education institutions (Knight 2004). Within this inter-connected world, higher education institutions are pressured to produce quality human resources with global citizenship characteristics. Students have benefited greatly from this process as they can have access to international/regional standards of education services and the opportunity to be exposed to other countries, pe

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The Experience of Latin America and the Caribbean in Urbanization: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0007004.

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The developing region that has experienced one of the greatest urban growth in the world is Latin America and the Caribbean (LAC). More than 80% of its population currently lives in cities and this figure is projected to reach 90% in 25 years. As part of this process, we can identify different urbanization trends across the region: slow growth rates of megacities due to lower levels of rural-urban migration and greater intra-city migration; high growth rates of mid-size cities; and urban footprints growing faster than populations. Therefore, this more contained growth in larger cities, the exi

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