Global citizenship development in higher education institutions: A systematic review of the literature

The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

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Fostering Global Citizenship in Higher Education

Handbook of Research on Study Abroad Programs and Outbound Mobility - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0169-5.ch016 ◽

2016 ◽

pp. 398-419

Author(s):

Lee Stoner ◽

Lane Perry ◽

Daniel Wadsworth ◽

Mikell Gleason ◽

Michael A Tarrant ◽

...

Keyword(s):

Higher Education ◽

Global Health ◽

Global Citizenship ◽

Student Evaluation ◽

Public Awareness ◽

Socially Responsible ◽

Global Citizen ◽

Lifestyle Choices ◽

Health Course ◽

Individual Self

Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. Arguably, one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Fostering a ‘global citizen' perspective among graduates has become an integral part of the Higher Education (HE) discourse; this discourse can and should be extended to include global health. A global citizen is someone who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act. Rather, the consequences of lifestyle choices and behaviours have far-reaching implications. This chapter details: (a) the development of an international global health course designed to foster global citizenship; (b) the research-led pedagogy; (c) the methods of student evaluation; and (d) the importance of such a course within the broader context of HE.

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Evaluating student perceptions on the development management curricula to promote green economy

Environmental Economics ◽

10.21511/ee.07(4-1).2016.05 ◽

2016 ◽

Vol 7 (4) ◽

pp. 130-138

Author(s):

Ivan Govender

Keyword(s):

Higher Education ◽

Environmental Management ◽

Sustainable Development ◽

Student Perceptions ◽

Higher Education Policy ◽

Time Management ◽

Jel Classification ◽

Green Economy ◽

Global Issues ◽

Development Management

The purpose of the paper is to determine the students’ perceptions on the development management curricula in relation to education in green economy, as no previous research has been conducted to evaluate the perceptions of the students enrolled for this course. The study seeks to answer the following question: To what extent were students exposed to the skills and competencies required for engaging in green economy and its effect on their home and work environment.The study used the quantitative approach where the students were given a questionnaire to complete. The findings indicated that the sustainable development attributes were adequately covered with strong focus on global issues, time management and systems theory and thinking. Personal attribute awareness gained during the course included leadership skills, critical thinking and decision making that could enhance the understanding of the economy and environmental management. The study also highlights the students’ perceptions that they could make significant contributions towards the green economy both at work and home. The study recommends that the course be redesigned to include aspects of green economy, the assessment strategies be made more relevant at the program level to include the tenets of engaged scholarship. The study is important for curriculum developers and higher education policy developers to ensure that the course content is relevant to addressing economic relations in the area of environmental management. Keywords: re-curriculum, student, perceptions, sustainable, development, higher education. JEL Classification: I23, Q56

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Fostering Global Citizenship in Higher Education

Public Health and Welfare ◽

10.4018/978-1-5225-1674-3.ch039 ◽

2016 ◽

pp. 826-847

Author(s):

Lee Stoner ◽

Lane Perry ◽

Daniel Wadsworth ◽

Mikell Gleason ◽

Michael A. Tarrant ◽

...

Keyword(s):

Higher Education ◽

Global Health ◽

Global Citizenship ◽

Student Evaluation ◽

Public Awareness ◽

Socially Responsible ◽

Global Citizen ◽

Lifestyle Choices ◽

Health Course ◽

Individual Self

Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. Arguably, one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Fostering a ‘global citizen' perspective among graduates has become an integral part of the Higher Education (HE) discourse; this discourse can and should be extended to include global health. A global citizen is someone who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act. Rather, the consequences of lifestyle choices and behaviours have far-reaching implications. This chapter details: (a) the development of an international global health course designed to foster global citizenship; (b) the research-led pedagogy; (c) the methods of student evaluation; and (d) the importance of such a course within the broader context of HE.

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Cultivating Global Citizens for the Global Good

The Future of Accessibility in International Higher Education - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-2560-8.ch001 ◽

2017 ◽

pp. 1-20 ◽

Cited By ~ 3

Author(s):

Katie E. Yeaton ◽

Hugo A. Garcia ◽

Jessica Soria ◽

Margarita Huerta

Keyword(s):

Higher Education ◽

United States ◽

Language Learning ◽

Global Citizenship ◽

The United States ◽

Education Students ◽

Global Citizen ◽

Global Citizens ◽

The World ◽

English Dominant

Being cognizant of international matters and understanding of cultures other than one's own are standards that indicate global citizen readiness. Cultural competency and international mindfulness inherently fosters opportunities for dialogue and developing relations between countries. Higher education students in the United States are instructed in an English-dominant environment, a hindrance to their global citizenship preparedness. A facet of global citizenship bids competency in a language other than English and limiting students to one language will isolate them from the rest of the world. The question therefore unfolds around the benefits of bi/multilingualism and the accessibility of language particularly in self-proclaimed worldly universities. Ultimately, cultural and developmental language learning in United States is neglected, birthing a second language illiteracy crisis in higher education.

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Global Citizenship and Higher Education: A Scoping Review of the Empirical Evidence

Journal of Studies in International Education ◽

10.1177/1028315318786443 ◽

2018 ◽

Vol 22 (5) ◽

pp. 472-492 ◽

Cited By ~ 7

Author(s):

Dell Horey ◽

Tracy Fortune ◽

Toula Nicolacopoulos ◽

Emiko Kashima ◽

Bernice Mathisen

Keyword(s):

Higher Education ◽

Scoping Review ◽

Citizenship Education ◽

Global Citizenship ◽

Empirical Studies ◽

Global Citizenship Education ◽

Educational Travel ◽

The Arts ◽

Conceptual Clarity ◽

Professional Degrees

Student attainment of capabilities associated with global citizenship remains a priority for higher education institutions. We report on a scoping review of empirical studies to explore how global citizenship is understood and enacted in higher education. The 29 included studies span the arts, psychology and social sciences, professional degrees, purpose-designed global citizenship courses, and community development, service, and educational travel programs. Notwithstanding considerable diversity in study aims, methodology, and how global citizenship was described, we were able to discern an overarching framework to describe the theoretical contributions to global citizenship education. Our findings contribute to building conceptual clarity both for educators charged with developing curricula and for higher education researchers seeking to explore and evaluate the outcomes of global citizenship education.

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Use of Twitter across educational settings: a review of the literature

International Journal of Educational Technology in Higher Education ◽

10.1186/s41239-019-0166-x ◽

2019 ◽

Vol 16 (1) ◽

Cited By ~ 5

Author(s):

Aqdas Malik ◽

Cassandra Heyman-Schrum ◽

Aditya Johri

Keyword(s):

Higher Education ◽

Empirical Studies ◽

The Body ◽

Traditional Teaching ◽

Review Of The Literature ◽

Pedagogical Tool ◽

Learning Capabilities ◽

European Higher Education ◽

Use Of Social Media ◽

Informal Settings

Abstract The use of social media across the educational landscape is on the rise. Subsequently, the body of research on this topic is vibrant and growing. In this article, we present findings from a review of 103 peer-reviewed scientific studies published over the last decade (2007–2017) that address the use of Twitter for educational purposes across formal and informal settings. The majority of the studies reported in the literature are descriptive case studies carried out with students in North American and European higher education settings. Analysis of these studies signals Twitter as a useful tool for communication due to high accessibility, novelty, and real-time format. Students, teachers, and other stakeholders use it as a pedagogical tool to gain information, interact and engage with each other, participate in their respective communities of interests, and share their insights about specific topics. Moreover, Twitter has the potential to enhance students’ learning capabilities as well as improve their motivation and engagement due to its unique features and non-traditional teaching approach. Finally, our analysis advocates for carrying out further empirical studies focusing on digital trace data and inference, particularly in the developing countries.

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Global Citizenship as a Floating Signifier: Lessons from UK universities

International Journal of Development Education and Global Learning ◽

10.18546/ijdegl.06.2.03 ◽

2014 ◽

Vol 6 (2) ◽

pp. 27-42 ◽

Cited By ~ 1

Author(s):

Silvia Elisabeth Moraes

Keyword(s):

Higher Education ◽

Global Citizenship ◽

Global Community ◽

Global Citizen ◽

Modes Of Action ◽

The University ◽

Discursive Context

In a world where people interact across countries, citizens need to find their role in the global community; therefore, global citizenship (GC) has become an influential theme in higher education. Due to its various interpretations and modes of action, in this paper GC is addressed as a floating signifier. Our main data comes from interviews with ten academics from five UK universities that host internationalization programmes. The respondents were asked about the signified (in the Saussurian sense) that they attribute to GC, what skills are necessary to be a global citizen, and how the sciences contribute to the articulation of GC. Although showing different approaches to GC, academics agreed that the university is its main discursive context and that projects and programmes must involve all sciences in interdisciplinary relations.

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Graduates in/for a multicultural and globalising world

On the Horizon ◽

10.1108/oth-10-2017-0084 ◽

2018 ◽

Vol 26 (2) ◽

pp. 72-78

Author(s):

David Killick

Keyword(s):

Higher Education ◽

Design Methodology ◽

Current Practice ◽

Global Citizenship ◽

Global Citizen ◽

Content Type ◽

Learning And Teaching ◽

Teaching In Higher Education ◽

Globalising World ◽

Practical Implications

Purpose This paper aims to question the terminology, modelling and vagueness surrounding the notion of “global citizen” and argues for the more holistic construct of global selfhood as a legitimate goal for graduates who must make their way in a multicultural and globalising world. Design/methodology/approach This paper draws upon established education and global citizenship theories to present a model of global graduate attributes. Using this theoretical model, practice implications for learning and teaching in higher education are presented. Findings This paper proposes some radical transformations to current practice. Practical implications Proposals within the paper offer academics and academic developers tools for reflection on and transformation of practice. Originality/value This paper takes forward the often reductive construct of “global citizen” and demonstrates how a more holistic notion of global self can be applied to higher education and graduate outcomes.

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Questioning Global Citizenship Education in the Internationalization Agenda

SFU Educational Review ◽

10.21810/sfuer.v12i3.1015 ◽

2019 ◽

Vol 12 (3) ◽

pp. 73-89 ◽

Cited By ~ 1

Author(s):

Gabriela Freire Oliveira Piccin ◽

Kyria Rebeca Finardi

Keyword(s):

Higher Education ◽

Citizenship Education ◽

Global Citizenship ◽

Internationalization Of Higher Education ◽

Learning Spaces ◽

Critical Perspective ◽

Global Citizen ◽

Global Citizenship Education

The present paper provides a reflection on global citizenship education (GCE) in the internationalization agenda. With that aim, the internationalization of higher education (IHE) is discussed from a critical perspective, mainly informed by postcolonial and decolonial studies. More specifically, the paper addresses GCE issues related to criticisms that have been raised against it in terms of (1) its different educational approaches, (2) its cosmopolitan bias with its (3) ideological frame of the so-called “global citizen”. Some alternatives to mainstream approaches to GCE and IHE are offered in the conclusion, based on the contributions of Stein (2017), Andreotti (2015) and Fiedler (2007), who advocate for the otherwise approach and/or postcolonial learning spaces.

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