Teaching in a global society: Considerations for university-based educational leadership

Tenuto, Penny L.

doi:10.5038/2577-509x.5.1.1027

Cited by 5 publications

(2 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, the planning and implementation of global citizenship education programs require faculty and staff to be well-equipped on the concept, related constructs, and its advocates. This primarily requires individuals to reflect on their practices and understanding of global citizenship [45]. Therefore, if global citizenship continues to be a concept emphasized by higher education institutions, then it is necessary to start developing faculty and staff professionalism on the concept, since overcoming the sustainability problems we face today is the most professional mission of humanity.…”

Section: Discussionmentioning

confidence: 99%

Global Citizenship for the Students of Higher Education in the Realization of Sustainable Development Goals

Akçay,

Altinay,

Altınay

et al. 2024

Sustainability

View full text Add to dashboard Cite

Today, sustainable development has become one of the most important goals for humanity. Higher education students and especially teacher candidates can play an active role in the realization of sustainable development goals (SDGs) for global citizenship. However, how some important issues such as how much students know about these goals can play a role in achieving these goals are not yet clear. This study aims to determine the awareness of SDGs and global citizenship among higher education students with a focus on teacher candidates and their understanding of the global citizenship concept. In addition, it is also aimed to raise awareness about sustainable development goals and evaluate the applicability of these goals to create a sustainable world for future generations. The study group comprised teacher candidates studying under the sustainable development foundations for future learning in the 2022–2023 academic year at the Faculty of Education, Near East University, Northern part of Cyprus. Five interview questions were prepared in the form of a questionnaire and delivered to participants, and data were analysed with the aid of thematic content analysis. Results indicated that global citizens must have the ability to understand world events and grasp cultural diversity, recognize that everyone has equal rights, stand against gender, racial, and social discrimination, and strive for social justice by understanding different cultures and global conflicts and evaluating different perspectives. Factors such as social justice and equality, selflessness, globalization and social values, sustainable future and responsibility, global citizenship education, and awareness and respect have been established in this study as essential elements that can contribute to the development of global citizenship. In conclusion, global citizenship has the potential to contribute directly to the SDGs, and these potentials can be better explored through global citizenship education programs that can integrate all the SGDs without prioritizing one over others for teacher candidates.

show abstract

Section: Discussionmentioning

confidence: 99%

Global Citizenship for the Students of Higher Education in the Realization of Sustainable Development Goals

Akçay,

Altinay,

Altınay

et al. 2024

Sustainability

View full text Add to dashboard Cite

show abstract

“…Global citizenship courses, university programs, and study abroad experience require faculty and staff to be familiar with the concept and its advocates. This primarily requires individuals to reflect on their own practices and understanding of global citizenship [20]. Therefore, if global citizenship continues to be a concept emphasized by higher education institutions, then it is necessary to start developing faculty and staff perceptions.…”

Section: Discussion Recommendations and Conclusionmentioning

confidence: 99%

Global Citizenship for the Students of Higher Education in the Realization of Sustainable Development Goals

Akçay,

Altinay,

Altinay

et al. 2023

Preprint

View full text Add to dashboard Cite

Nowadays, higher education students play an active role in the realization of sustainable development goals (SDGs) for global citizenship. However, some important issues such as how much students know about these goals can play a role in achieving these goals are not yet clear. The aim of this study is to establish a fundamental study for determining the level of knowledge on the higher education students about SDGs. An open-ended questionnaire was conducted with the qualitative research methods on 54 higher education students after pandemic of COVID-19. As a result of the research, the goals of quality education, gender equality, health and quality of life, reduction of inequalities and peace, justice and strong institutions are the most frequently mentioned by the students. In addition, the opinions of the students on the subject of “sustainable cities and communities” are sequentially; the themes include ensuring socio-economic development, preserving cultural heritage identity, safe environment and durable buildings, as well as modern irrigation and waste methods, and reducing air pollution. On the other hand, they agreed on the need for global citizenship to have universal qualifications. In conclusion, global citizenship contributes directly to the SDGs and human-oriented production should be given more importance.

show abstract

Academic engagement and management of personalised active learning in higher education digital ecosystems

Alé-Ruiz,

Martínez-Abad,

del Moral-Marcos

2023

Educ Inf Technol

View full text Add to dashboard Cite

The flexible, changing, and uncertain nature of present-day society requires its citizens have new personal, professional, and social competences which exceed the traditional knowledge-based, academic skills imparted in higher education. This study aims to identify those factors associated with active methodologies that predict university students’ learning achievements in a digital ecosystem and thus, optimize the learning-teaching process. The teaching management tool Learning Analytics in Higher Education (LAHE) has been applied to a 200-student non-probabilistic incidental sample spread over 5 different university courses, enabling a personalized learning-teaching process tailored to the needs of each group and /or student. Based on a pre-experimental design without a control group, an analysis through decision trees based on educational data mining has been undertaken on the predictive potential of the active methodologies employed, and their effects on students’ learning achievements. The criterion variable of the study was the final exam grade, and the explanatory variables included student characteristics, indicators of the teaching–learning process and non-cognitive factors. Results show that factors associated with active methodologies correctly predict a significant portion of the learning achieved by students. More specifically, the factors that have the greatest impact on learning are those related to academic engagement and to a student continuous learning process.

show abstract

Teaching in a global society: Considerations for university-based educational leadership

Cited by 5 publications

References 38 publications

Global Citizenship for the Students of Higher Education in the Realization of Sustainable Development Goals

Global Citizenship for the Students of Higher Education in the Realization of Sustainable Development Goals

Global Citizenship for the Students of Higher Education in the Realization of Sustainable Development Goals

Academic engagement and management of personalised active learning in higher education digital ecosystems

Contact Info

Product

Resources

About