세계시민교육을 위한 빅 아이디어 기반 음악 중심 통합단원 설계 방안

Fully updated in its second edition,Global Citizenship Educationintroduces the concepts, frameworks, issues, and debates which are critical to interrogate Global Citizenship Education.The new edition includes 10 new chapters, a new third section to the book looking at key issues and debates, and updates to all existing chapters. The new chapters cover: global citizenship as an ethical position; global competences; ethical global issues pedagogies; and digital literacy education; global responses to climate change; migration and refugees; populism; democracy; transnational activism; and the curriculum. Global citizenship education is contextualized within key educational frameworks, including citizenship education, global education, development education and peace education. The authors explore the different ways in which global citizenship can be taught, learned and assessed in formal and informal contexts. Each chapter includes a summary of key issues, an annotated list of key resources, an exercise for students and a further reading list.

The dynamism of global patterns of dealing with people and their activities in the natural and man-made environment calls for global citizenship education and cross-cultural understanding. Social Studies provides a wholistic approach in addressing people’s socio-cultural, political, religious and economic problems using its enriched teaching and learning contents drawn its field of studies where people and their activities are studied. The authors have explored, using critical review approach to unearth related and relevant knowledge from the pool of opinion of renowned scholars towards global citizenship education and cross-cultural understanding. The paper considered: the concept of Social Studies, the objectives of Social Studies, the concept of global citizenship education, the concept of cross-cultural understanding, Social Studies and global citizenship education, relationship between Social Studies objectives and global citizenship education, relationship between Social Studies objectives and cross- cultural understanding. The authors conclude that Global Citizenship Education (GCE) equip students with knowledge, skills, and values that can enable them to navigate a complex world. It promotes social justice, human rights, and sustainability. Cross-cultural understanding is crucial in Social Studies Education, allowing students to appreciate diversity and respect different cultures. The researchers recommended that Social Studies Teachers should adapt their teaching practices, seek additional support and resources, and prioritize diversity and inclusivity in the classroom. Curriculum planners should incorporate topics such as human rights, sustainable development, and global citizenship into social studies curricula to promote critical thinking and problem-solving skills.

Araştırmada, küresel vatandaşlık eğitiminde var olan farklı yaklaşımlardan birisi olan UNESCO’nun küresel vatandaşlık eğitim paradigmasının ülkemizdeki 1998 sosyal bilgiler dersi öğretim programına göre hazırlanan sosyal bilgiler (4-5-6 ve 7.sınıf) ders kitaplarında yer alma durumu incelenmiştir. Ders kitaplarında küresel vatandaşlık eğitimi ile ilgili alanlar, UNESCO tarafından geliştirilen Global Citizenship Education (GCED, (Küresel Vatandaşlık Eğitim Paradigması) kılavuzluğunda belirlenmiştir. Araştırmacı tarafından bu paradigma kılavuzluğunda “Küresel Vatandaşlık Eğitimi İnceleme Formu” hazırlanmıştır. Ders kitaplarında küresel vatandaşlık eğitimi ile ilgili olan alanlar, hazırlanan bu form doğrultusunda doküman analizi yöntemi ile tespit edilmiştir. Elde edilen verilerin çözümlenmesinde ise içerik analizi tekniğinden faydalanılmıştır. Araştırmanın sonucunda, 1998 öğretim programına göre hazırlanmış olan sosyal bilgiler ders kitaplarının “küresel vatandaş”, “küresel vatandaşlık”, “küresel vatandaşlık eğitimi” kavramlarını doğrudan içermedikleri görülmüştür. Ayrica sosyal bilgiler ders kitaplarının, UNESCO’nun küresel vatandaşlık eğitimi anlayışının bilişsel ve sosyo-duygusal boyutlarını desteklediği ancak davranışsal boyutu yeterince desteklemediği tespit edilmiştir. Araştırmanın bir diğer önemli sonucu da sosyal bilgiler ders kitaplarında bireylerin eylemlerine yön veren bilgilerin, öğrencileri eleştirel bir düşünmeye sevk etmeden aktarılmasıdır. 21. Yüzyılın eşiğinde genelde eğitim sisteminin özelde de vatanaşlık eğitiminde önemli bir rolü olan sosyal bilgiler dersinin öğrencileri küreselleşen dünyaya hazırlaması beklenmektedir. 1998 öğretim programına göre hazırlanmış olan sosyal bilgiler ders kitaplarının bu amacı gerçekleştirmede yetersiz kaldığı görülmektedir. Dolayısıyla Türk Eğitim Sisteminde ilkokul ve ortaokulda sorumlu ve aktif vatandaş yetiştirme görevini üstlenmiş olan sosyal bilgiler dersinin ders kitaplarının küresel vatandaşlık eğitiminin tüm boyutlarını ele almasının faydalı olacağı düşünülmektedir

It’s been almost twenty years since the concept of Learning To Live Together (LTLT); one of the four pillars of learning and a vitally important element for peaceful and successful living for the 21st century was endorsed by UNESCO for education for the twenty-first century. This research is an attempt to evaluate if LTLT or global citizenship skills have been successfully implemented through; strategic policy making; in tactical arrangements such as in curriculum planning and design, and finally through implementation in pedagogy in high schools in Thailand. Taught correctly these skills have a deep and profound influence on a young mind. The researcher will evaluate education policy and analyses the extent this is evident in the social studies/civics curriculum and how successful or not it is in the pedagogy. Using LTLT competencies: knowledge of others; empathy; acceptance; cultural sensitivity, communication skills, community involvement, teamwork, trust and political participation as a conceptual framework, the researcher will carry out case studies in two schools in Bangkok and ascertain if these competencies are being taught and more importantly how are they been taught. Transformational styles of pedagogy including student centred; problem solving; action/project based group work are examples of necessary teaching skills required for success. The researcher will challenge that even though LTLT or a global citizenship outlook is pledged in policy and curriculum, in practice it is poorly delivered because of a traditional teacher -centred pedagogy. Findings revealed that the core curriculum and social studies curricula do recognize some of the content of LTLT albeit not all of the competencies. The research also revealed a lack of connection between the expectation derived from government policy and the MOE, the social studies curriculum, school and teachers. Teaching practices were also inconsistent with the mandates which advocated a learner-centred focus and for students to take more initiatives in and become independent with their learning. The study exposed a distinctly teacher-centred style of pedagogy was being used whereby the focus was on the teacher controlling rather than on learner autonomy in the social studies classroom.

A Forgotten Concept: Global Citizenship Education and State Social Studies Standards

There has been a resurgence of interest in global education in the UK as global issues are included within the requirements of citizenship education in national curricula. This paper examines the significance attached to global citizenship through Citizenship as a statutory subject at Key Stages 3 and 4 within the National Curriculum for England. Drawing on a web‐based project funded by the UK Department for International Development, the paper analyses a number of secondary school texts designed to support teachers and students in incorporating global perspectives into citizenship education. It seeks to answer the question: in what ways is global citizenship being mainstreamed? It suggests that NGOs and commercial publishers have different but complementary approaches to resources for global citizenship and that there is a strong case for greater collaboration between the two sectors.

Global citizenship is still a relatively new concept concerned mainly with the growing prominence of global and development education issues. The importance of this phenomenon is increasing in the area of education, which must be able to respond to the interconnection and interdependency of the current world. There is an effort to support implementation of global issues in the educational process at all its levels, including higher education where the unsatisfactory situation is most visible. Global citizenship is one of the fundamental pillars of global education. Its aim is to show citizenship from a new perspective. It provides information and knowledge about the modern diversified world where each diversity has its own place and importance, and about the problems that have been expanding worldwide. It should bring people to the understanding that they are part of a global entity and so everyone should accept their place and role in it. For this purpose people have to be educated. Therefore, global citizenship education should form an integral part of educational processes at all levels today. The aim of this paper is to present the current situation of global citizenship education and the process of implementation and emphasizing global citizenship at Slovak University of Agriculture, mainly through the critical analyses of the current situation in this field in Slovakia, and selected activities.

Countering the drive to erect walls between nations and communities, the burden is increasingly on educators to develop in students essential skills and dispositions for a more hospitable future. Global education is essentially aimed at addressing the realities of increasingly networked societies and porous exchanges of knowledge, capital, and products among people and groups around the world. This paper examines how global education is enacted in two schools in Singapore and the United States. Given that a central characteristic of the twenty-first century is globalization, global education is inevitably embedded in the discourse of twenty-first century competencies utilized by policymakers worldwide. However, while global education has typically been studied as a singular subject such as Human Rights or integrated into History, Social Studies, or Civics Education, this study differs as it examines two schools that have adopted a whole-school approach to global education. That is, global education is embedded in the culture of schooling and infused across curricula subjects. The first part of the paper provides an overview of global education and its two key emphases – globalism and global citizenship. The second part discusses the tensions emerging from observations of global education in the two schools.

This study is a case study on the development and operation of 「Global Issues and Civic Competency」 as a geneal education subject at S University. Globalization is accelerating and various global issues are occurring, and global citizenship education is becoming more and more important in higher education beyond elementary and secondary education. This course has been developed and operated through literature research, demand survey, and curriculum deliberation meeting. It is a competency-based subject that applies teaching methods such as PBL-style team projects, havruta discussions, and lectures. In light of the learner's survey results, understanding global issues and global citizenship, as well as improving convergence and problem-solving abilities appeared to be advanced. This study provided basic data for developing or operating global citizenship education courses by presenting development examples of 「Global Issues and Citizenship Competency」. Also, this study examined the directions for improvement of this course, and provided implications for development and operation global citizenship education courses as liberal arts courses.

The article explores how educational policy, curricula, textbooks and teaching have translated thinking about Nepal’s relationship with the rest of the world into global education practice in Nepalese schools in contemporary classrooms. Drawing upon the framework of a policy cycle approach, the article addresses the following research questions: What are the key contemporary messages about global education in Nepal within the ‘macro’ context of policy influence? How is the theme of global education communicated through the content of Nepalese textbooks at the ‘meso’ context of policy text production? What are the perceptions of Nepalese social studies teachers with respect to teaching and learning about global education themes at the ‘micro’ context of practice? Qualitative content analysis of textbooks and documents was conducted, while thematic analysis of interview data was undertaken to understand policy objectives and recommendations related to global citizenship education in Nepal. The findings indicate that educational policies primarily aim to socialise and nurture responsible citizens, while textbooks and teaching processes mostly emphasise the acquisition of knowledge. Some recommendations are made as to how the curriculum, textbooks and pedagogical approaches might be adapted to better support Nepalese young people seeing themselves as global citizens.

ABSTRACTResearch in global education has turned toward global citizenship education and the fostering of a more critical reading of the tenets of “soft” global education laid out over four decades ago in Hanvey's (1976) “An Attainable Global Perspective.” Interested in skill building and informed application of concepts forwarded within critical approaches to global education, this article brings the NCSS C3 inquiry arc together with standards for Global Competence Education within social studies education. Using food insecurity as an example, the conceptualization provided demonstrates how coupling the C3 with the Global Competence standards creates a framework that social studies educators can use to prepare students to participate as informed, responsible, and critically minded change agents within complex and unequal global systems.

The International Baccalaureate (IB) is a highly touted educational programme implemented in over 5,000 schools and located in up to 157 countries globally (correct as of November 2019). As such, its near-monopolization on ‘global education’ coupled with a dearth of independently conducted academic studies on the implications of such programmes requires greater scholarly attention. I seek to deeply interrogate the true values associated with ‘global citizenship’ in a ‘global education’ setting, with a particular focus on secondary students in the Asia Pacific region. Using a mixed methods approach (critical discourse analysis and statistical analysis), I seek to better understand what characteristics constitute ‘global citizenship’ in a ‘global education’ setting, and who is afforded said citizenship.

‘Global citizenship’ has gained traction as a policy objective across school systems in recent decades. It has been defined as education for the development of a sense of cosmopolitan moral virtue, planetary identification and ‘global competencies’. In this paper, I argue that historical sociology can help explain why this goal has gained prominence in citizenship education policy since the late twentieth century. Focussing on the Australian case, I propose an analytical model where changes in citizenship education policy for schools are articulated to concurrent transformations of nation-state citizenship within a shifting international conjuncture. This approach reveals that the rise of neoliberal statecraft and the diffusion of human rights discourses since the 1970s are pertinent analytical coordinates to make sense of the growing presence of global citizenship within government policy agendas for schools. The Australian case illustrates the relevance of historical sociology to make sense of contemporary education policy.

Purpose: This study aimed to explore the potential linkage between unification education and global citizenship education by empirically analyzing the effects of elementary, middle, and high school teachers’ global citizenship education competencies on their perceptions of the need for Korean unification. Methods: An online survey was administered to elementary, middle, and high school teachers nationwide from July 30 to August 4, 2025. After excluding invalid responses, a total of 597 responses were used for analysis. Results: The findings indicated that 55.8% of respondent teachers perceived unification between South and North Korea as necessary, and statistically significant differences were observed in global citizenship education competencies depending on the level of perceived necessity of unification (F = 4.458, p <.05). In particular, teachers who responded that unification is “very necessary” demonstrated significantly higher global citizenship education competencies than those who viewed unification as “somewhat necessary” or “neutral.” Multiple regression analysis further revealed that among the five sub-factors of global citizenship education competencies, only the global citizenship attitude domain significantly predicted teachers’ perceptions of the necessity of unification (β = –0.149, p <.05). Conclusion: The results suggest that global citizenship values—such as respect for diverse life forms, environmental conservation, and a sense of responsibility for global issues—may serve as key motivational forces supporting the perceived necessity of unification. These findings highlight the importance of linking unification education with global citizenship education rooted in universal human values and the importance of strengthening teachers’ global citizenship attitudes to promote more active unification education.

Extension services at land-grant universities typically deliver different aspects of global citizenship education for youth through a variety of activities and instructional methods. An examination of the literature reveals that although gaps in content areas and barriers to programming do exist, there are many types of experiences available in multiple settings for youth to learn about global citizenship. These activities vary in terms of content topics, duration, and delivery methods. The purpose of the study is to determine Extension employees’ perceptions about global citizenship education, their attitudes about what content students should learn, their opinions about how they learn about global citizenship, their feelings about the barriers and program strategies for implementing global citizenship education, and their past international experiences. The study was limited to Extension employees at eight land-grant universities in four states in the Eastern United States: Kentucky, Ohio, Virginia, and West Virginia. A descriptive research design was used with an online survey divided into four major categories consisting of 10-15 questions centered on broad themes. A majority of respondents felt that they understood the concept of global citizenship and agreed that it should be an important part of the programming they deliver to youth. Significantly fewer individuals felt that that they had access to the necessary curriculum to effectively teach this topic. Some recommendations to address these concerns include developing new educational materials, promoting current Extension global citizenship curricula, and training Extension employees in methods to incorporate a global citizenship perspective into their existing lessons and programming.