Fostering Global Citizenship Through Student Mobility

Ghosh, Ratna; Jing, Xiaoli

doi:10.1163/25902539-02040009

Cited by 9 publications

(5 citation statements)

References 15 publications

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“…Teachers, as global citizens themselves, can integrate GCED into their instruction and contribute to building a better world (Byker, 2016;de Androetti, 2015). Higher education institutions, when emphasizing GCED in their vision, mission, and policies, enable educators and learners to develop global citizenship and leadership skills, fostering goodwill among nations (Guo-Brennan, 2022;Ghosh and Jing, 2020).…”

Section: Global Citizenship Educationmentioning

confidence: 99%

Integration of Global Citizenship Competencies in General Education Courses in a Higher Education Institution in Laguna, Philippines: Basis for Curriculum Innovation

M. Alvero

2023

Edu.Lrng.Dvp.Ntn

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This study explored the extent of integration of global citizenship competencies (GCC) in General Education Courses (GEC) and its implications for curriculum innovation. The study employed a descriptive-correlational design. Stratified proportionate sampling was used to determine the 294 learner-respondents and total enumeration for 20 GEC teacher-respondents. Mean, standard deviation, and t-test for two samples assuming equal variance were used as the statistical tools in interpreting and analyzing the data. The findings of the study revealed that the GEC learning outcomes were attained to a “Very Great Extent” (M = 3.30, SD = 0.56), learners were “Moderately Aware” in the GCED core conceptual domains (M = 3.21, SD = 0.59), and the extent of integration of GCC by the GEC teachers in their curriculum was to a “Great Extent”, as assessed by the teachers (M = 3.16, SD = 0.47) and learners (M = 2.40, SD = 0.50) “Limited Extent”. Using t-test for two samples assuming equal variance, there is no significant difference in the assessment done by GEC teachers and learners. The findings suggest that there is a need to strengthen the integration of GCC thru curriculum innovation to introduce new ideas or practices that are new and different from those that exist in the prescribed GE curriculum. Therefore, the utilization of the developed enhanced curriculum guide is highly recommended.

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Section: Global Citizenship Educationmentioning

confidence: 99%

Integration of Global Citizenship Competencies in General Education Courses in a Higher Education Institution in Laguna, Philippines: Basis for Curriculum Innovation

M. Alvero

2023

Edu.Lrng.Dvp.Ntn

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“…Some netizens (e.g., Internet users) posted statements such as, "These are not the traditional moral values that are taught to us", "Our education teaches empathy rather than a curse", and "Those people [who behaved that way] need more moral education to learn morality" (Grammes, 2020;Wang, 2020). The value of moral education was repeatedly mentioned, an apparent appeal for people to rediscover their responsibility, sensitivity and sense of compassion amidst the pandemic (Ghosh & Jing, 2020;Haste, 2004).…”

Section: Compassion and Uncompassion Across Geographic And Racial Borders Yaobin Tongmentioning

confidence: 99%

Collective autobiographical reflexivity on active and compassionate citizenship in the COVID-19 crisis

Cheong,

Palacios,

Beye

et al. 2021

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Since the outbreak of the coronavirus pandemic, socio-economic inequalities have become exacerbated and COVID-19 related hate crimes have increased. This paper explores how citizenship education might be reimagined in response to this context, with the vision of rebuilding a more equitable and compassionate society. By using a collective autobiographical writing approach, this study documented six different autobiographical reflexivities of citizenship education scholars who were from different parts of the world: China, South Korea, the Philippines, the United States, Nepal and the United Kingdom. It also observed the way the pandemic played out in the location where they were situated during the research as well as how it played out in their countries of origin, and further, how it affected the civic development in each context. The scholars' range of autobiographical expressions resulted in insights for developing a type of citizenship education, namely, education for active and compassionate citizenship.

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“…While the concept of studying abroad is still developing, the objectives of doing so began to expand as it became clear that it had the potential to be an important experience that would aid in the development of global citizenship. Student exchanges between nations foster goodwill and create networks that aid in future trade and intercultural interaction (Ghosh & Jing, 2020). Hence, the internationalization of education has become an essential policy and research concern.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Past, Present and the Future of International Student Mobility: A Retrospective Review

Khamisu,

Paluri,

Sonwaney

2024

South Asian Journal of Business and Management Cases

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Globalization has led academics to realize the value of broadening classrooms beyond the typical school atmosphere to a place where students can engage in cross-cultural interaction. Despite being discussed in academic literature since the nineteenth century, international student mobility (ISM) did not become prominent until 2003. However, it has emerged as a global phenomenon throughout the last few decades. The present research aims to illustrate the broad patterns and developments in the relevant literature during the past six decades of ISM research. This review is a hybrid form of systematic literature review as it employs a dual approach to address its research questions, i.e., bibliometric and thematic analysis. The present study analysed 1,497 ISM article publications in 867 Scopus-indexed journals from 1964 to 2023. In doing this, the ‘Scientific Procedures and Rationales for Systematic Literature Reviews’ (SPAR-4-SLR) protocol is followed. The findings present a retrospective description of the ISM literature by spotting the key contributors in authorship, articles, journals and countries alongside the past, present and future research patterns. Although the field is not completely novel, surprisingly, the bibliometric analysis technique has not been efficiently used in past ISM studies. By addressing the gaps found in the few past reviews, this article thoroughly describes ISM’s knowledge foundation, production and future direction.

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Fostering Global Citizenship Through Student Mobility

Cited by 9 publications

References 15 publications

Integration of Global Citizenship Competencies in General Education Courses in a Higher Education Institution in Laguna, Philippines: Basis for Curriculum Innovation

Integration of Global Citizenship Competencies in General Education Courses in a Higher Education Institution in Laguna, Philippines: Basis for Curriculum Innovation

Collective autobiographical reflexivity on active and compassionate citizenship in the COVID-19 crisis

Analysis of the Past, Present and the Future of International Student Mobility: A Retrospective Review

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