Planning and Validating a Curriculum of Global Citizenship Education in Elementary Schools of Iran's Educational System

Abstract

The purpose of this study was to explore and delineate the curriculum of global citizenship education in elementary schools of Iran's educational system and to develop an exploratory model. In this exploratory research, based on the grounded theory, semi-structured interviews were conducted with 34 active members in the field of global citizenship. The themes and sub-themes of the curriculum of global citizenship education and their associations were explored within three steps of open, axial, and selective coding. To generalize the results of the qualitative phase and to validate the resulting model, a questionnaire was designed and completed by 387 elementary school teachers in Tehran, Iran. The analysis process in the qualitative phase included twelve themes of attention to necessity, goals, content, teacher’s role, teaching-learning methods, evaluation, time, location, materials and resources, organizational factors, implicit learning, and program outcomes. In the quantitative phase, the hypotheses derived from the qualitative analysis were confirmed. Finally, according to the findings and the results, some guidelines are provided for implementing the program.

Identifying the Effective Factors on Ethical and Social Education of Students

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Designing and Validating an Integrated Environmental Education Curriculum Model for General Medicine

“…Martínez-Borreguero et al ( 2) identified the possible causes of problems in sustainability and the environment as the lack and non-recognition of environmental activities and sustainable development in the university curriculum and a lack of support in this regard. On the other hand, Poursalim et al (12) conducted a study via semi-structured interviews, discussing that the global citizen education model encompasses needs, goals, contents, teaching methods, teachers' role, evaluation, time, space, materials/resources, organizational factors, tacit learning, and program outcomes. Willis and Weisser believe that environmental education is interdisciplinary and can be applied to any curriculum or problem-solving in any course (13).…”