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広島大学大学院人間社会科学研究科紀要. 教育学研究 Issue 3
published_at 2022-12-23
Impact of socio-cultural environment on global citizenship scale: The case of Chinese university students
Sichen Meng
Abstract
The notion of global citizenship (GC) has been increasingly advocated for amidst the globalization process. Concerns have been raised about integrating global citizenship education (GCE) into educational practices; this has been very difficult in a collectivist society that values national identity. From a historical angle, Chinese universities function as potential actors that influence educational policy to develop personalized needs and foster responsible global citizens, while only a few outcomes have been recognized. In this dilemma, the socio-cultural environment (SCE) is addressed as an alternative to enable universities to make a breakthrough to visualize their efforts and adjust interventions for cultivating global citizens. In embracing the possibility of GC development, this study explores the impact of SCE in universities on students’ GC development, considering demographic traits. A quantitative approach was used to analyze the relationship between SCE and GC development by measuring three factors (3Cs): the number of students who participate in subjects in the curriculum and co-curriculum, respectively, and their sense of community toward the university in connection with the global citizenship scale. The results indicate that the 3Cs were positively intertwined with students’ GCS in general, while different impacts were observed among different dimensions of GC. Potential items̶such as students’ participation in subjects, including global issues̶were not able to exhibit significance as expected, which implies a fairly inactive implementation of GC and the reflection process occurring among teachers and students.
About This Article
Keywords
Global Citizenship Scale
socio-cultural environment
Chinese university
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