PERSPECTIVES ON GLOBAL CITIZENSHIP EDUCATION IN DIFFERENT CULTURAL CONTEXTS
Abstract
The contemporary lifestyle has led to significant environmental degradation, highlighting the need for comprehensive education to drive transformative change. Science education, as a catalyst for global interconnectivity, holds potential for fostering a sense of Global Citizenship Education (GCE). GCE encourages students to respect their perspectives while considering diverse viewpoints. This study explores the intersection of gender and GCE within science education, examining potential differences in learning outcomes among student groups. Employing an experimental design, a mixed-method research approach involving qualitative and quantitative methods was used. The findings indicate no significant gender-based differences in knowledge-based, value-based, and citizenship-based outcomes. This suggests the effectiveness of GCE for both boys and girls. Additionally, students expressed a perceived absence of global citizenship-promoting curriculum in the educational spotlight.
Keywords:
Global Citizenship Education (GCE),, knowledge-based learning, value-based learning, citizenship-based learning outcomesDownloads
Published
Issue
Section
How to Cite
References
Buchanan, J., Burridge, N., & Chodkiewicz, A. (2018). Maintaining global citizenship education in schools: A challenge for Australian educators and schools. Australian Journal of Teacher Education, 426(4), 51-58.
Cho, H. S. (2016). The gaps between values and practices of global citizenship education: A critical analysis of global citizenship education in South Korea (Unpublished doctoral dissertation). University of Massachusetts, Amherst, MA.
Grabowski, S., Wearing, S., Lyons, K., Tarrant, M., & Landon, A. (2017). A rite of passage? exploring youth transformation and global citizenry in the study abroad experience. Tourism Recreation Research, 42(2), 139–149. doi:https://doi.org/10.1080/02508281.2017.1292177
Hock-Eam, L., & Yeok, S. G. (2017). Are the malaysian students unskilled and unaware? Journal of Advanced Research in Social Sciences and Humanities, 2(1), 27-34. doi:https://doi.org/10.26500/jarssh-02-2017-0102 Jayshree, D. (2015). Science and technology education in harmony with socio-cultural environment. ARC Journal, 2(4), 52–55.
Karaarslan, G., & Teksöz, G. (2016). Integrating sustainable development concept into science education program is not enough; we need competent science teachers for education for sustainable development–Turkish Experience. International Journal of Environmental and Science Education, 11(15), 8403–8425.
Kishino, H., & Takahashi, T. (2019). Global citizenship development: Effects of study abroad and other factors. Journal of International Students, 9(2), 535–559.
Osiadacz, E. (2018). Global citizenship. Brock Education: A Journal of Educational Research and Practice, 27(2), 44–47.
Pittman, J., et al. (2017). Exploring global citizenship theories to advance educational, social, economic and environmental justice. Journal of Tourism and Hospitality, 6(6). doi:http://doi.org//10.4172/2167-0269.1000326
Roux, R. (2019). Perspectives on global citizenship education of Mexican university English language teachers. In Annual International Conference of the Bulgarian Comparative Education Society (BCES), Pomorie, Bulgaria.
Rustiadi, S. (2015). Creating better education system, building stronger human capital: A creative industries perspective. Procedia-Social and Behavioral Sciences, 169, 378–386.
Schutte, I. W., Kamans, E., Wolfensberger, M. V., & Veugelers, W. (2017). Preparing students for global citizenship: The effects of a dutch undergraduate honors course. Education Research International, 2017, 1-12. doi:https:// doi.org/10.1155/2017/3459631
Skoric, J., & Kupresanin, J. (2018). Social work in educational system of the Balkans - Is social worker needeed in schools? International Journal of Humanities, Arts and Social Sciences, 4(6), 245-252. doi:https://dx.doi.org/ 10.20469/ijhss.4.10003-6
