Global citizenship online in higher education

Discourses of global education, citizenship and competence have been characterising the higher education literature in recent years. The COVID-19 pandemic has both heightened the relevance of global citizenship education and presented new challenges as educators and students continue to grapple with the lasting impact and implications. This paper presents the findings of a research study which looked at the perceived learning outcomes of a ‘virtual exchange' project which addressed issues relevant to global citizenship, involving students in European and Southern Mediterranean countries in online dialogue programmes. The study used quantitative and qualitative approaches to the analysis of responses to open survey questions using the quantitative tool IRAMUTEQ (Sbalchiero & Tuzzi, 2016) and focus groups. Participants perceived that their learning was happening above all through their encounters and discussions with people from different backgrounds. They reported learning to listen actively and carefully, to accept and/or respect different opinions and experiences. The findings open up possibilities for how higher education institutions might engage students in online transnational and global learning experiences—which can contribute to thinking about renewing education and societies in a post-pandemic world. © 2023, The Author(s).

Collaborative online international learning, social innovation and global health: cosmopolitical COVID lessons as global citizenship education

While COVID-19 has underlined many global interdependencies, it has also made clear the ways in which these globalised connections are structured by profound inequalities. Teaching in this context has been deeply challenging for many educators around the world. For related reasons, though, the pandemic has also created new provocations for global citizenship education (GCE) attuned specifically to the problems of health vulnerability and sub-citizenship caused by socio-economic inequalities. Describing one such educational opportunity, we examine the lessons learned from connecting two university courses across continents through a Collaborative Online International Learning (COIL) collaboration in the middle of the pandemic. Our courses brought together students from India and the US online to study how health vulnerabilities under COVID compared in the two countries. The collaborations of our Indian and American students helped them to develop practical skills in communication across a vast distance, while also offering cosmopolitical opportunities for learning ‘other-wise'. Based on their reflections on their learning in the course, we suggest that the COIL approach provided a useful set of lessons about how global citizenship education can be enhanced through transnational and collaborative, but also critical and comparative attention to sub-citizenship in the world at large. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Multi-level education for sustainability through global citizenship, territorial education and art forms

This article is aimed at addressing concepts, approaches and challenges that are both very characteristic of the era we are living in and that would also greatly benefit from being more and better integrated into our learning systems (both in the formal and non-formal educational systems and lifelong learning). Those issues and themes have emerged from, or have been exacerbated by, socio-economic systems in place since the middle of the 20th century, promoting amongst other things, a consumption society based on a linear over-exploitation of natural resources, the globalization of exchanges, a rapid urbanization process and not-always-harmonious mixes of cultures and communities. The COVID-19 pandemic seems to have culminated in triggering reflections on what matters most and, conversely, on what makes our world so un-sustainable and non-resilient. From these, a new momentum has been generated on reviewing where our efforts on teaching and learning about ‘sustainability' got us to. Our focus here is on new approaches to education for sustainability at global, community and personal levels, as well as at levels that connect those. From linking the local to the global through ‘global citizenship,' to experiential learning generated through practical projects such as urban agriculture, to an emotional involvement into understanding sustainability issues through art forms, we re-visit sustainability through the eyes of the learners, questioning the boundaries of the ‘sustainability educational project' beyond the ones which, for (too) long, have paralleled those of neo-liberal reforms. Copyright © 2023 Simon, Vieira and Jecu.

Curriculum, citizenship, migration

This article explores the nexus between migration, citizenship, and curriculum, placing global citizenship education at the center of its discussion. Through a review of theoretical and empirical studies on global citizenship education, this article examines what theoretical discourses on citizenship education have emerged in the context of the escalation of global migration, and if and how global citizenship has been positioned in official curriculum across many parts of the world. In the midst of the COVID-19 pandemic, which has been accompanied by a dramatic change in the realities of human mobility and interactions in recent years, questions, challenges and complexities layered on the already contentious field of global citizenship education are addressed as future agenda. © 2023 Elsevier Ltd. All rights reserved.

L'acció comunitària com a estratègia de millora educativa i construcció de ciutadania en època de pandèmia

Aquest article exposa diferents trets conceptuáis i metodolögics de l'acció comunitaria, com a estrategia per a la millora educativa i la construcció de ciutadania a partir de dos projectes implementats a la localitat de Monteada i Reixac: «El Rec es mou» i «Cultura i Barri». En aquest sentit, es descriu i s'explica la seva implementáció i funcionament i s'identifiquen reptes, accions i resultats que s'han assolit durant la pandemia de la COVID-19. Ambdós projectes conflueixen en el marc de la Taula Comunitaria del Barri, un espai que aglutina entitats, serveis i equipaments que treballen per a la inclusió, la cohesió social i l'empoderament de la ciutadania. Així, la inclusió es fomenta donant veu a col-lectius que normalment no la tenen, com el poblé amazic o gitano;la cohesió social a través del lema «Un barrí fet per totes», en qué es dona cabuda a tothom pel fet de ser-hi, independentment de la seva realitat socioeconómica;i l'empoderament personal, grupai i comunitari a partir de Ies construccions de relacions veinals, per donar resposta a situacions complexes com, per exemple, un espai educatiu i de socialització durant el desconfinament.Alternate :Este artículo expone diferentes rasgos conceptuales y metodológicos de la acción comunitaria, como estrategia para la mejora educativa y la construcción de ciudadanía a partir de dos proyectos implementados en la localidad de Monteada i Reixac: «El Rec es mou» y «Cultura i Barri». En este sentido, se describe y se explica su implementáción y funcionamiento identificando retos, acciones y resultados que se han alcanzado durante la pandemia del Covid-19. Ambos proyectos confluyen en el marco de la Mesa Comunitaria de barrio, espado que aglutina entidades, servidos y equipamientos que trabajan para la inclusión, la cohesión social y el empoderamiento de la ciudadanía. Así, la inclusión se fomenta a través de dar voz a colectivos que normalmente no la tienen como el pueblo amazigh o gitano, la cohesión social a través del lema «un barrio hecho por todas» dando cabida a todo el mundo por ser, independientemente de su realidad socioeconómica;y el empoderamiento personal, grupai y comunitario a partir de las construcciones de relaciones vecinales para dar respuesta a situaciones complejas como, por ejemplo, un espacio educativo y de socialización durante el desconfinamiento.Alternate :This article presents conceptual and methodological features of community action, as a strategy for educational improvement and the construction of citizenship from two projects implemented in the town of Monteada i Reixac: "Rec es mou" and "Cultura i Barri". Their implementation and operation are described and explained, identifying challenges, actions and results that have been achieved during the Covid-19 pandemic. Both projects are carried out within the framework of the Neighbourhood Community Table, a space that brings together entities, servicesand facilities that work for inclusion, social cohesion and the empowerment of citizens. Inclusion is promoted through giving a voice to groups that normally do not have one, such as the Amazigh or Gypsy people;social cohesion according to the sentence "a neighbourhood made by all", allowing everyone to be, regardless of their socioeconomic reality;and personal, group and community empowerment based on the construction of neighbourhood relationships to respond to complex situations, such as a space for education and socialisation during deconfinement.

Virtual and In-Person Community-Engaged Learning: Is Student Learning Virtually the Same?

Background: The COVID-19 pandemic prompted instructors of many community-engaged learning (CEL) courses to utilize virtual CEL as a replacement for in-person CEL. Few assessments indicate whether in-person CEL student learning outcomes (SLOs) can be achieved through virtual CEL. Purpose: This study assesses whether an in-person CEL cohort and a virtual CEL cohort achieved the SLOs for a CEL course. Methodology/Approach: The sample for the study is students in the 2019 in-person CEL cohort (n = 13) and the 2020 virtual CEL cohort (n = 13) of a CEL course. Students' reflective writing is analyzed using focused coding to evaluate the extent to which students achieved the SLOs. Findings/Conclusions: Findings indicate that both cohorts achieved the SLO about career exploration. The virtual CEL cohort did not as thoroughly achieve SLOs on cultural differences, community leadership, and working with others for local impact. The groups utilized reflective practices differently. In this case, virtual CEL was less effective than in-person CEL. Implications: Virtual CEL is not an exact substitute for in-person CEL. Effectiveness in achieving civic-oriented SLOs is likely to improve through further modification of pedagogical approaches and supplemental content and interactions.

Analysing mathematical modelling tasks in light of citizenship education using the COVID-19 pandemic as a case study.

In this paper, we discuss the theoretical background of mathematical modelling and its connection to citizenship education. Citizenship education in this context means that young people are equipped with competencies to respond as responsible citizens in situations relevant for society. To outline the connection between mathematical modelling and citizenship education in theory, we discuss the aims of mathematical modelling, modelling competences and the connection between numeracy and modelling. Based on these reflections we present an extended modelling cycle that specifically highlights modelling steps relevant to citizenship education. To show how the theoretical connection between mathematical modelling and citizenship education can be used in teaching practice, we describe three different examples of modelling tasks and analyse them with the help of the extended modelling cycle. We argue that the three tasks support different learning aims in relation to citizenship education and require modellers to carry out different steps of the extended modelling cycle. As an example of context, we used the pandemic caused by COVID-19, as it affected the quality of human life greatly, as all students in the Western world experienced.

Curriculum, citizenship, migration

This article explores the nexus between migration, citizenship, and curriculum, placing global citizenship education at the center of its discussion. Through a review of theoretical and empirical studies on global citizenship education, this article examines what theoretical discourses on citizenship education have emerged in the context of the escalation of global migration, and if and how global citizenship has been positioned in official curriculum across many parts of the world. In the midst of the COVID-19 pandemic, which has been accompanied by a dramatic change in the realities of human mobility and interactions in recent years, questions, challenges and complexities layered on the already contentious field of global citizenship education are addressed as future agenda.

Citizenship education via the computer screen: Teachers' experiences with remote teaching of citizenship education during the first COVID-19 lockdown

We have limited insights into how teachers provided citizenship education during the COVID- 19 lockdowns. The aim of this article is therefore to gain more insight into the teaching methods that teachers used to teach citizenship education, and the opportunities and problems that teachers experienced. To this end, we surveyed 173 teachers in the Netherlands. The results show that teachers are critical towards remote citizenship education, because it is difficult to organize interaction and discussions in an online environment. Teachers indicate that they spent less time on the learning outcomes they consider important and on fostering students' skills and attitudes. Many teaching methods used in the classroom are also not feasible for remote learning, because of their reliance on student interaction. Therefore, the results place serious restriction on the extent to which remote learning can be considered a full-fledged alternative to citizenship education in the classroom. © 2022 Vereniging voor Onderwijsresearch (VOR). All rights reserved.

Indicators of Equitable Civic Learning in U.S. Public Schools

The “twin pandemics” of racial injustice and COVID-19 have underscored the importance of promoting civic knowledge, skills, dispositions, and engagement among the nation’s young people. Although some evidence has demonstrated that civic-learning opportunities are inequitably distributed across U.S. schools and communities, we currently have limited data that could help inform efforts to promote more equitable access to these opportunities. In this article, we draw on a recent National Academies of Science, Engineering, and Medicine report on equity indicators to explore the potential value of a large-scale system of such indicators for civic learning. We highlight the need for indicators of both opportunities to learn and of learning outcomes. We describe key features of this system, propose some example indicators, and discuss a research agenda that could contribute to the development of high-quality measures of equity in civic learning.

A ‘requiem’ for global citizenship education in higher education? An analysis of the exclusive nationalistic response to the COVID-19 pandemic

Global citizenship education is premised on the narrative of an increasingly interconnected and interdependent world. However, the rise in exclusive nationalistic response to the COVID-19 has indented the central tenets of global citizenship education. In the midst of the COVID-19 pandemic, the triumphalism of exclusive nationalistic responses to COVID-19 has manifested in an increase in nationalism rhetoric, border closure, reinforcement of border fences the repatriation of foreign nationals and evacuation of citizens. In some instances, foreign nationals have been denied COVID-19 state food handouts. Consequently, there has been a rise in xenophobia, sinophobia and other forms of racial discrimination, which have affected the higher education sector. Contrastingly, global citizenship education envisions a global collective response to a phenomenon, such as the COVID-19 pandemic. This article explores and analyses the complex challenges that the COVID-19 pandemic has imposed on global citizenship education. © 2022 Intellect Ltd Article. English language.

Editorial zum Schwerpunktthema: Politische Bildung und Schule

Editorial to the Focus Topic: Civic Education and School Die politische Bildung der Heranwachsenden ist ein zentraler Auftrag der Institution Schule. Aus diesem Grunde müsse - so auch die KMK in ihrem 2018 veröffentlichten Beschluss zu Demokratie als Ziel, Gegenstand und Praxis historisch-politischer Bildung und Erziehung in der Schule - die „Digitalisierung [...] mit der Förderung einer kritischen Medienkompetenz einhergehen";denn sie sei zwar „eine Triebfeder der gesellschaftlichen Entwicklung, ein verbindendes Element und eine Chance zur Partizipation";sie könne aber auch „durch Fake News, Hate Speech oder Social Bots zur Einschränkung von Privatheit und Selbstbestimmung sowie der freiheitlich-demokratischen Entwicklung führen" (KMK, 2018, S. 3). Es bedürfe außerdem, so Besand (2020), einer direkten Unterstützung von Lehrkräften, z. B. in Form von Supervision, Coaching und anderen Angeboten, wie sie z. B. im Projekt „Starke Lehrer - Starke Schüler" der Robert Bosch Stiftung entwickelt und erprobt worden sind. Die Autor·innen beantworten diese Frage auf der Basis von Daten der International Civic and Citizenship Education Study 2016, einer Vergleichsstudie, in der in 24 Bildungssystemen untersucht worden ist, welche politische und zivilgesellschaftliche Bildung Schüler·innen erfahren und wie gut sie auf ihre Rolle als Bürger·innen vorbereitet werden.

Anti-corruption Action: A Project-Based Anti-corruption Education Model During COVID-19

Education can be used as a preventive measure to decrease corruption cases during the COVID-19 pandemic. However, anti-corruption education is not enough with cognitive knowledge since more emphasis should be laid on affective and psychomotor actions. A project-based learning model was used to package these actions based on factual learning resources. Therefore, this study aims to develop a project-based learning model in online anti-corruption during the pandemic. Pendidikan Pancasila dan Kewarganegaraan (PPKn) is the Pancasila and Citizenship Education in Universitas Ahmad Dahlan, Indonesia was used as research setting. Furthermore, this participatory thematic study uses 28 PPKn students for the anti-corruption education course in the odd semester 2020/2021. Google forms, online focus group discussions, and documentation (task reports) methods were adopted for data collection, and the analysis was conducted through reduction, classification, and interpretation. The results showed the development of fourteen anti-corruption actions in online media, and each one has a different target group according to its content. Therefore, anti-corruption learning does not stop at the realm of cognition but also affection which has an impact on the transformation of social media. The actions to prevent corruption are still needed even though the pandemic is over considering the new confirmed cases.

Intercultural citizenship and pre-service teacher education

This article explores the concept of intercultural citizenship and the significance of involving culturally sensitive issues in English language teaching and teacher education curriculum to train future global citizens. Before exploring ways to implement intercultural citizenship education from K-12 to university level, it is necessary to emphasize the need to integrate “intercultural citizenship education” into teacher education programs. In other words, English language teachers should become intercultural citizens themselves so that they can help their students to become intercultural citizens. In this paper, we emphasize the importance of training interculturally sensitive future teachers of English. In this respect, we report the findings of studies on intercultural telecollaboration projects involving cultural exchange between students in pre-/in-service teacher education programs in Turkey and abroad. We also suggest ways of increasing these intercultural citizenship courses and modules in training teachers to gain intercultural communicative competence and intercultural citizenship skills.

COVID-19 Pandemic and the Fault Lines of Citizenship Education

The COVID-19 pandemic is indeed a once-in-a-lifetime emergency. While it seems that the end is nigh, there is also a renewed talk of the looming fourth wave spurred by the mutated Delta, Delta+, and other variants. The pandemic has made several fault lines visible in almost all societies. These include but are not limited to the tentativeness of our knowledge (especially science), the precariousness of our health systems, and failings of the educational systems, particularly citizenship education. While the COVID-19 pandemic will be long remembered as the health crisis of our times;we contend that the pandemic is also an educational crisis. Results of neoliberal neglect of citizenship-related education are now apparent in form of unethical, unjust, racist, and socially irresponsible attitudes and behaviors of individuals, collectives, and states. At the individual level, these are obvious in the irresponsible behaviors that endanger the lives of fellow citizens. At the community level, the failure of citizenship education is evident in vaccination inequality both within and between societies. Finally, at the level of international community, one can see vaccination nationalism, and politically and economically motivated vaccination diplomacy as markers of unethical citizenship.

CIVIC EDUCATION IN THE AGE OF MASS MIGRATION: IMPLICATIONS ROR THEORY AND PRACTICE

Civic Education in the Age of Mass Migration: Implications for Theory and Practice, by Angela M. Banks is reviewed.

Civic education on sanitary confinement by COVID-19 in Peru

The objective of the article was to analyze citizen education and its impact on sanitary confinement from the experiences lived in the context of COVID-19 in the Peruvian territory. A systematic review was made of scientific articles selected from different impact databases, between 2015 and 2020 from which 61 articles chosen. It concluded that there was consensus that citizenship education is the fundamental axis for sustaining democracy, the rule of law, health and sustainable economy, therefore. It requires the development of pedagogical strategies in basic and higher education, which will allow, from the early years, people to develop empathy, strengthen in higher education the development of soft skills, knowledge of rights and duties of citizenship and quality of life.

One of the most rewarding things I've done as a judge

Thanks to Jim and his bold idea - and the resulting national civics initiative for young people that the FBA created - federal judges across the United States have had the opportunity to personally meet with thousands of young people, in courtrooms and classrooms, to talk about the rule of law, separation of powers, the federal courts, justice, and due process, among many other topics. By the FBA's calculation, about 10,000 students met with a federal judge in school year 2016-2017, a number that increased by thousands in the following years.5 During my year as FBA president, in addition to encouraging judges to personally meet with students, the FBA also engaged in other efforts to increase exposure to the Third Branch: 1. During these visits, students met with one or more district judges and magistrate judges, as well as representatives from the U.S. Attorney's Office, the Federal Public Defender's Office, Probation/ Pretrial Services, the Clerk's Office, and the U.S. Marshals Service. The websites provide constitutional and other educational materials to teachers and students;the civics committees ensure that civics education remains an important part of the court's work.9 Magistrate Judge Training All newly appointed magistrate judges attend two weeks of training sponsored by the Federal Judicial Center (FJC).

Blockchain-Centered Educational Program Embodies and Advances 2030 Sustainable Development Goals

Education is the foundation of basic human rights and the peace of mankind as well as the pursuit of sustainable development. In this article, we have developed a blockchain-centered educational program contributing to Goal 4, Quality Education, among the Sustainable Development Goals (SDGs) and Education for SD (ESD). The education program featured herein consisted of three lessons in total and has been developed to accommodate gamification techniques. We implemented the education program on 704 elementary school students in Korea for three years from 2019 to 2021. The effectiveness of the education program was primarily analyzed by paired t-test and technical statistics analysis. In a pre-and post-education survey, digital literary, literacy, and numeracy were all significantly improved, with satisfaction level rated at 3.91 out of 5 points. We hope that the blockchain-themed education program proposed herein will provide implications for the promotion of inclusive and equitable quality education.