Teaching Global Issues in an Undergraduate Program

Zapalska, Alina M.; Wingrove-Haugland, Erik; LaMonica, Christopher; Rivero, Elizabeth M. Ucañan

doi:10.13189/ujer.2013.010102

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…Ini adalah hasil dari kecenderungan khusus: pembangunan kewarganegaraan, masalah global, identitas global, dan hak asasi manusia universal (Ross & Davies, 2018). Masalah dan tantangan yang kita hadapi saat ini, seperti pemanasan global, menurunnya keterlibatan warga negara dalam politik, serangan teroris, konflik agama dan etnis, serta krisis keuangan dan ekonomi, mengharuskan pergeseran fokus dan pendekatan pendidikan kewarganegaraan (M. Zapalska, Wingrove-Haugland, LaMonica, & Rivero, 2013). Dorongan untuk mengembangkan GCED muncul sebagai respons terhadap dampak globalisasi dan kemajuan teknologi, yang memperluas cakrawala partisipasi warga negara (Davies & Pike, 2010).…”

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Transformasi Pendidikan Kewarganegaraan Global di Era Abad 21: Analisis Implementasi dan Tantangan

Mulyani,

Komalasari,

Permatasari

et al. 2024

jk. jurnal. kewarganegaraan

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This research discusses the implementation and challenges of Global Citizenship Education (GCED) in the 21st century. The purpose of this study is to explore the importance of GCED in preparing individuals to face global challenges, as well as to identify the main challenges faced in the implementation of GCED. The research method used includes a literature review of various articles and research papers related to GCED obtained through the Google Scholar database. The results showed that GCED is an important concept to equip individuals with the knowledge, skills, and values needed to face global challenges. The implementation of GCED in various countries has been widely done, but in practice there are still obstacles and challenges such as lack of understanding of the concept, curriculum limitations, cultural barriers, and lack of resources and funds. GCED is important to prepare learners to be active and responsible global citizens. To overcome the challenges of GCED implementation, strategies such as raising awareness and advocacy, providing training and capacity, curriculum reform, creating partnerships and networks, and utilizing technology are needed. Thus, GCED has a crucial role in fulfilling the needs of global citizenship education in the 21st century.----------------AbstrakPenelitian ini membahas implementasi dan tantangan Pendidikan Kewarganegaraan Global (GCED) di abad ke-21. Tujuan dari penelitian ini adalah untuk mengeksplorasi pentingnya GCED dalam mempersiapkan individu menghadapi tantangan global, serta untuk mengidentifikasi tantangan utama yang dihadapi dalam implementasi GCED. Metode penelitian yang digunakan meliputi tinjauan literatur dari berbagai artikel dan paper penelitian terkait dengan GCED yang diperoleh melalui database Google Scholar . Hasil penelitian menunjukkan bahwa GCED adalah konsep penting untuk membekali individu dengan pengetahuan, keterampilan, dan nilai-nilai yang diperlukan untuk menghadapi tantangan global. Implementasi GCED di berbagai negara telah banyak dilakukan, namun dalam praktiknya masih ditemukan hambatan dan tantangan seperti kurangnya pemahaman akan konsep tersebut, batasan kurikulum, hambatan budaya, dan kurangnya sumber daya dan dana. Mengingat GCED penting untuk mempersiapkan peserta didik menjadi warga global yang aktif dan bertanggung jawab. Untuk mengatasi tantangan implementasi GCED, diperlukan strategi seperti meningkatkan kesadaran dan advokasi, memberikan pelatihan dan kapasitas, reformasi kurikulum, membuat kemitraan dan jaringan, serta memanfaatkan teknologi. Dengan demikian, GCED memiliki peran yang krusial dalam memenuhi kebutuhan pendidikan kewarganegaraan global di abad ke-21.

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unclassified

Transformasi Pendidikan Kewarganegaraan Global di Era Abad 21: Analisis Implementasi dan Tantangan

Mulyani,

Komalasari,

Permatasari

et al. 2024

jk. jurnal. kewarganegaraan

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Black at Higher Education

Kadi-Hanifi

2013

ujer

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This is an exploratory paper, drawing on the author's experiences as well as those of three other black lecturers in Higher Education (HE). Three interviews were carried out, asking the same five questions around themes of concern to the author. These are about the learning and teaching approaches used by these lecturers; their experiences of racism in HE; the professional role that they feel they play in HE; their strategies for the empowerment of black students and finally the meaning of academic 'success' from their perspective. The individual narratives that emerge are explored and commonalities between them and with the author's own experiences and hopes are identified.It is the desire of this work to add to the scholarship on Critical Race Theory (CRT) and Critical Pedagogy and to emphasise the need for more counter-hegemonic narratives from the 'black' experience in HE. This is explored through the voices of these academics as they recount their strategies for a more equitable student experience in the classroom, on modules and on curricula, based on their lived experience and shared history of racism.

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Undergraduate Students’ Attitudes toward Biodiversity

Huang¹,

Lin²

2014

ujer

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The study investigated American and Taiwan undergraduate students' attitudes toward biodiversity. The survey questionnaire consisted of statements prompted by the question "To what extent do you agree with the following statements about problems with the biodiversity issues." Students indicated strongly disagree, disagree, agree, strongly agree, or no opinion. The questionnaire inquired students' awareness of biodiversity and the impact of human activity on biodiversity. The students' attitudes were analyzed by frequency of response and average value of response. The t-test was conducted to examine the difference among students of different backgrounds. The results showed that both American and Taiwan undergraduate students had consensus that they expressed lower level of confidence in the ability of science and technology to solve biodiversity problems, and they did not agree that people worry too much about the problem of biodiversity issue. There were also significant differences between different groups (gender, with or without experience of conservation activities). Understanding students' attitudes is important for educators to plan curriculum and instruction.

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Teaching Global Issues in an Undergraduate Program

Cited by 3 publications

References 6 publications

Transformasi Pendidikan Kewarganegaraan Global di Era Abad 21: Analisis Implementasi dan Tantangan

Transformasi Pendidikan Kewarganegaraan Global di Era Abad 21: Analisis Implementasi dan Tantangan

Black at Higher Education

Undergraduate Students’ Attitudes toward Biodiversity

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