Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research

Abstract

Current higher education policies include several challenges, such as the academic internationalization of universities, mobility, and cultural plurality. Beyond the official curriculum, university educators have conceptions of citizenship and pluricultural competence. To understand the conceptions of educators on both topics in the Hispanic and Japanese contexts of higher education, this article presents a quantitative study involving a collaboration between a sample of education and social sciences teaching staff from universities in Spain and Japan. The CYASPS® (Citizenship and Plurilingual Social Actors in Higher Education) instrument and a categories system were designed for data collection and analysis with the support of SPSS (Statistical Package for the Social Sciences) software. Using a comparative approach, this study investigated the teaching staffs’ conceptions about citizenship and pluricultural teaching–learning environments, which focused on their views regarding different kinds of citizenship, citizens’ participation, and sources for the development of pluricultural competences. Based on a descriptive and factorial analysis, there were significant correlations between citizenship and pluricultural competence, with relevant connections between key aspects of pluricultural competence, including awareness of the rights from the liberal citizenship model, civic commitment of the republican citizenship model, and several elements of cosmopolitan and radical citizenship.

Perceptions of University Students towards Digital Transformation during the Pandemic

“…Instrument: The questionnaire on digital transformation in university teaching that took place due to COVID-19 was developed from an adaptation of the studies conducted by [45,46]. It was inspired by the scale designed by [41] for the analysis of digital trans-formation and The Motivated Strategies for Learning Questionnaire of [42] to evaluate the motivational component. This instrument consisted of 37 items (5 identification items and 32 items about digital transformation), grouped into 5 categories: student profile, resources (hardware and software), professional collaboration, digital pedagogy and student empowerment (motivation).…”

“…Digital citizenship, i.e., the competences and ethical values required to participate in on-line society, is an increasingly essential element in the 21st century. Critical thinking [41]; citizenry [42]; and the inclusion of systems such as interactive groups, collaborative learning and peer tutoring have proved to be efficient strategies that help all students reach their maximum potential based on their learning capacities, while they also promote social inclusion and the coexistence of the entire classroom and community [43].…”

Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic

“…Digital citizenship, i.e., the competencies and ethical values required to participate in an online society, is an increasingly essential element in the 21st century. Critical thinking [ 14 ], citizenry [ 15 ], and the inclusion of systems such as interactive groups, collaborative learning, and peer tutoring have proven to be efficient strategies that help all students achieve their maximum potential based on their learning capacities, while they also promote social inclusion and the coexistence of the entire classroom and community [ 16 ].…”

participación ciudadana y su educación: nuevos retos en la era digital

“…Estas otras variables son las de los derechos y responsabilidades, la importancia individual y comunitaria, los enfoques locales, nacionales e internacionales, la crítica o la ideología (Delgado-Algarra et al, 2019a;Delgado-Algarra et al, 2019b;Delgado-Algarra et al 2020a). Pero sigue siendo un término en construcción y eminentemente subjetivo (Delgado-Algarra, et al, 2020b). Sin embargo, podemos resumir el doble rol que juega la ciudadanía en: a)…”