شناسايي و رواسنجي مؤلفه‌هاي تربيت شهروند جهاني از نظر صاحب‌نظران: يك پژوهش آميخته

Identifying and Validating the Components of Global Citizenship Education from the Viewpoint of Experts: A Mixed Research

هدف پژوهش حاضر شناسايي و تبيين مؤلفه­ هاي تربيت شهروند جهاني از نظر صاحب‌نظران بود كه با رويكرد تركيبي آميخته اكتشافي انجام‌شده است. در بخش كيفي روش تحليل مضمون و در بخش كمي تحليل عامل اكتشافي و تأييدي استفاده شد. مشاركت‌كنندگان بالقوه بخش كيفي، متخصصان جهاني­ شدن و آموزش عالي داراي تخصص علمي يا تجربه عملي بودند كه با روش نمونه‌گيري هدفمند از نوع نظري 15 نفر به‌عنوان مشاركت‌كننده انتخاب شدند. نتيجۀ تحليل داده­ ها در بخش كيفي منجر به شناسايي 47 مضمون پايه در زمينۀ تربيت شهروند جهاني گرديد كه در قالب 7 مضمون (تربيت شهروند اخلاق­ مدار، تربيت شهروند متعهد به مشاركت مدني و مسئوليت ­پذيري، تربيت شهروند متعهد به صلح و مسالمت ­جويي، تربيت شهروند متعهد به محيط­زيست، تربيت شهروند با هويت جهاني، تربيت شهروند با صلاحيت جهاني، تربيت شهروند با توانايي علمي ـ عملي)، سازمان‌دهي شدند. يافته ­هاي حاصل از داده ­هاي بخش كمي، نتايج تحليل عاملي تأييدي نشان داد كه مضمون­هاي 47 گانۀ احصاء شده در 7 مضمون سازمان­دهندۀ استخراج شده داراي بار عاملي كافي جهت پيش­بيني ابزار اندازه­گيري تربيت شهروند جهاني است. در بخش كمي، دانشجويان تحصيلات تكميلي (كارشناسي ارشد و دكتري) دانشگاه­ هاي سمنان و شيراز جامعه آماري را تشكيل دادند. كه با استفاده از روش نمونه ­گيري تصادفي طبقه­ اي تعداد 194 نفر به‌عنوان نمونه انتخاب شدند. براي گردآوري اطلاعات از پرسش­نامۀ تدوين شده در مرحله كيفي پژوهش استفاده شد. در اين بخش، براي سنجش روايي پرسش­نامه از تحليل عامل اكتشافي و تأييدي و براي محاسبه پايايي از ضريب آلفاي كرونباخ استفاده شد. نتايج نشان داد كه اين پرسش­نامه به لحاظ كمي از روايي و پايايي لازم برخوردار است، در نتيجه مقياس نهايي با 7 عامل و 47 نشانگر مورد تأييد قرار گرفت و ابزاري جهت سنجش تربيت شهروند جهاني معرفي شد.

Introduction Today, understanding globalization as a phenomenon that affects all aspects of human life, is more than ever possible. As a process integrating international, cross-cultural and global dimensions into the goals, functions and method of education, globalization has had a tremendous impact on all aspects of human life including culture and higher education. One of the goals of educational systems around the world is to train effective and active citizens for the community as the future of every nation depends on the level of ability and awareness of its citizens as well as the kind of vision they have of various issues. In fact, citizenship education seeks to teach people how to become informed, active and responsible citizens and to achieve their rightful place and role in an urban, national and global society. In other words, in the age of globalization, citizenship education has three important tasks: a) helping young people to increasingly coexist in local communities, b) helping the national community, and c) bringing social stability and cohesion in the interconnected world. Nevertheless, facing global challenges requires global awareness and collective action. The aim of the present study was to identify and validate the components of global citizenship education, adopting a sequential-exploratory mixed methods design that involved conducting quantitative descriptive survey for data collection and qualitative thematic analysis for data analysis. Research Questions 1. What are the components of global citizenship education from the experts’ point of view? 2. Do the components of global citizen education have the necessary validity? Methods Potential participants in the qualitative sector consisted of globalization and higher education professionals with scientific expertise or practical experience in the realm of globalization education. Accordingly, 15 participants were selected using snowball sampling method. On the other hand, the statistical population for the quantitative sector of the study included all the postgraduate students (MA and Ph.D.) at Semnan and Shiraz Universities. Of this population, 194 students were selected as the sample via stratified random sampling method. To collect data, a researcher-made questionnaire was used whose components were extracted from the qualitative thematic analysis conducted in the qualitative part of the study. The global citizen education questionnaire consisted of 47 items, devoted to seven main components, each emphasizing the development of a citizen with the following features: a) ethicality, b) commitment to social responsibilities, c) dedication to peace, d) concern about the environment, e) global identity, f) global competence, and g) theoretical/practical abilities. Of the 47 items in the questionnaire, five items were devoted to each of the first three components, seven to the fourth component, 8 to the fifth, 7 to the sixth, and 10 to the last component. All the items in the questionnaire were scored on a sevenpoint Likert scale ranging from very low (1) to very high (7). Overall, 230 questionnaires were administered among the participants, of which 194 could be used for further analysis in the study. Cronbach’s alpha coefficient was calculated to determine the reliability of each component in the questionnaire. The indices for each component were correspondingly as follows: a) ethicality (0.886), b) commitment to social responsibilities (0.822), c) dedication to peace (0.878), d) concern about the environment (0.932), e) global identity (0.915), f) global competence (0.910), and g) theoretical/practical abilities (0.924). The values suggested an acceptable level of reliability for all the components in the questionnaire. Results The results of the qualitative data analysis lead to the identification of 47 basic items in the field of global citizenship education that were organized into seven pivotal components (moral education, civil rights education, human rights education, environmental education, social-cultural education, global competence education, scientific-practical education). The data were collected using a questionnaire developed in the qualitative phase of the study. The questionnaire had 7 factors and 47 markers. The participants having filled out the questionnaire, the reliability of the instrument was assessed using Cronbach’s alpha coefficient; exploratory and confirmatory factor analyses were also conducted to verify the validity of the questionnaire. The results corroborated both the reliability and validity of the questionnaire with 7 components and 47 items as a tool for measuring global citizenship. Discussion and conclusion In the age of globalization, it is vital for any country to have citizens with global features, able to solve global problems such as soil degradation, habitat destruction, extinction of some animal and plant species, deforestation, the spread of global poverty and human rights violation, which are beyond national borders. Hence, there is a need for global citizenship education because solving such global issues requires the simultaneous realization of global membership, rights, duties, responsibilities and participation which is only possible through the institutionalization of global citizenship. The results of the study confirmed the importance of informing students of their civil and citizenship rights, ethical and environmental duties and their responsibilities as citizens in the global community. The finding highlights the significance of developing and designing activities in the field of global citizenship education, including offering courses in this field, and developing curriculum content for this purpose. The results further bring to light the salience of educating learners in other aspects of global competence, including the willingness to resolve conflicts with others peacefully, awareness of current issues in international relations, expressing their opinions in a local media about global inequality, the ability to solve global problems, awareness of their role in the global community, the ability to draw people’s attention to global issues, and getting ready to live in the community. The codes extracted in this study can pave the way for more in-depth research on the other dimensions of the global citizenship education program. Finally, it is recommended that educational institutions provide the necessary conditions for fostering the students’ intellectual and moral opportunities.