Assessing the Components of Global Citizenship Education from the Perspective of Graduate Students Sakineh Jafari Semnan University Iran
The purpose of this study was to evaluate the components of global citizenship education from the perspective of graduate students of Semnan and Shiraz universities, which is applied in terms of purpose and descriptivecorrelational in terms of method. The statistical population of the study was all graduate students of the faculties of educational sciences and psychology of Semnan and Shiraz universities who were selected as a sample using stratified random sampling method of 194 people. Jafari (2019) Global Citizenship Education Questionnaire was used to collect information. Confirmatory factor analysis was used to assess the validity of the questionnaire and Cronbach's alpha coefficient was used to calculate the reliability. Findings show that the average components of global citizenship education (education of moral citizen, education of citizen committed to participation and civic responsibility, education of citizen committed to peace and peace, education of citizen committed to the environment, citizen education with global identity, citizen education with global competence, citizen education with scientific-practical ability) were evaluated from an acceptable lower level. The ranking of items related to global citizenship education also indicates that from the students' point of view, items committed to peace and reconciliation; sensitivity to the suffering of people all over the world; support for humanitarian activities ranks first to third, respectively. But, the items of skills training necessary for individual and collective life among different cultures and nations of the world; the formation of global thinking and the ability to change global problems are in the last ranks.
Comentarios
Publicar un comentario