• Journal of the Korean association of regional geographers
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• v.19 no.1
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• pp.162-180
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• 2013

This paper is to explore the relationship between global citizenship education needed to be taught recently and geography. First, the paper examines the concept, as well as the reason why it became important concept in dimension of education in terms of progress of globalization. Second, the paper examines justification of global citizenship education through geography subject through discussion of place, space, scale and interdependence as geographical key concepts. Then, it establishes the category of sub-area of global citizenship education to grasp structurally. This is to reestablish in terms of knowledge and understanding, skill, value and attitude through the inductive examination of existing system of classification. Third, for geography instruction as practical dimension for fostering global citizenship, the paper discusses things to consider previously to design it in terms of aims, contents and methods, and examined instruction strategies in terms of issues-based approach and geographies of resistance. The last, the paper should things to pay attention to be cautious in global citizenship education through geography.

• Journal of Korean Home Economics Education Association
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• v.35 no.4
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• pp.81-98
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• 2023

The purpose of this study is to develop the global citizenship education program content system in the context of the 2022 revised home economics curriculum, recognizing the need for global citizenship education. The study is grounded in practical problem-based program. In the analysis stage, the educational trend requiring global citizenship education in the national curriculum was elucidated by analyzing the 2022 revised curriculum documents and future education documents related to global citizenship education. A framework for global citizenship education goals within home economics curriculum was designed. Accordingly, the educational goal of this curriculum, "Cultivation of family competencies linked to global citizenship competencies," was established by posing the perennial question, "As a global citizen, what actions should I take for sustainable choices related to the living environment?" In the design stage, four key ideas in the "Living Environment and Sustainable Choices" domain of the 2022 revised home economics curriculum for elementary school were analyzed to derive practical problems. In the development stage, content elements were derived based on four criteria. This study is significant in analyzing the need for global citizenship education within home economics context by analyzing documents related to global citizenship competencies for the future and examining the 2022 revised curriculum's general framework and home economics education curriculum.

• Human Ecology Research
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• v.62 no.2
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• pp.351-368
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• 2024

The objectives of this study were to develop, implement a home economics education teaching-learning plan and assess its effects to enhance global citizenship competencies among upper elementary school students. The ADDIE model was employed for learner needs analysis, instructional design, development and implementation. This was followed by assessments of global citizenship competencies and class satisfaction. Based on an analysis of the core ideas associated with an area of "Living Environment and Sustainable Choice," four practical problems were designed: What actions should I take for the rational management of living resources? What actions should I take to ensure consciousness of the need to respect diversity in daily life? What actions should I take to maintain a safe and healthy living environment? What actions should I take to make sustainable choices? Based on these four practical problems, four lesson topics were developed in accordance with both the voyeur's and the critical perspectives, resulting in a total of 8 sessions. The subsequent delivery of an 8-session class on global citizenship education in home economics yielded significant improvements in the global citizenship competencies (knowledge, skills, attitudes, and willingness to act) of 37 elementary school students immediately after the sessions. The significance of this study lies in its focus on the core ideas of the revised 2022 curriculum, thereby offering directions for the development of global citizenship education within the curriculum.

• International journal of advanced smart convergence
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• v.12 no.1
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• pp.82-91
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• 2023

In 2020 when the COVID-19 pandemic began in full-scale, the WHO Director-General warned of the dangers of an infodemic. The infodemic is a phenomenon in which false information spreads rapidly like an epidemic and causes chaos, and it was noted that the COVID-19 pandemic is not just limited to health problems, but also linked to a variety of issues such as human rights, economic inequality, various discrimination, hate speech, fake news, global governance etc. In the field of education, it is necessary to think about how to connect this global situation with school classes. Accordingly, this study suggested the direction for global citizenship education by analyzing how the infodemic spreads on Korean social media with the case of the recent global COVID-19 pandemic. According to the research results, the rate of negative emotions was higher than positive ones in the emotions that generate infodemic, while anxiety and anger were focused among negative emotions. In addition, the infodemic tended to spread widely with the feelings of anger rather than anxiety, and the feelings of anger led to advocating aggressive policies against certain country and regions. Therefore, global citizenship education is required to focus on a sense of duty and responsibility as a citizen, not on the level of national identity based on an exclusive sense of belonging. Furthermore, global citizenship education needs to lead to presenting a blueprint for education in a way that can enhance the awareness of the global community for joint response to global challenges and realize common prosperity based on sustainability and justice.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.949-969
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• 2014

The purpose of this study is to analyze the share of global citizenship education in the 2009 Revised Social Studies (geography area) School Curriculum of the Republic of Korea. I selected the achievement standards of the geography domain in the fifth and sixth grades as the subjects of analysis. The chosen subjects were examined using content analysis: I used KrKwic, a Korean language content analysis tool, to analyze the content and drew a semantic network of the analysis results using UciNet/NetDraw. I found that the geography domain of the 2009 Revised Primary School Curriculum included the concepts of and factors of global citizenship education. However, global citizenship education did not account for a major portion of the curriculum, and the curriculum achievement standards were noticeably nation-state centered. Global citizenship education factors were not closely associated with to other related factors in fact, they even revealed a isolated pattern. These findings suggest that the inclusion of global citizenship education in primary geography education is limited, because the connections between global citizenship education and related contents, such as the environment, sustainable development, conflict, and cooperation, are probably impeded. Globalization accompanies the transformation of territories, identities, and the relations between nation-states and the world, although nation-states continue to play a significant role in the globalized worlds. Therefore global citizenship education, a educational trend focusing on the global community, is particularly important and is required in the geography curriculum of the global era. I expect that the examination undertaken in this study to contribute to future curriculum revisions regarding globalizatin and global citizenship.

• Journal of Korean Home Economics Education Association
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• v.36 no.1
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• pp.71-94
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• 2024

This study aimed to develop, implement, and evaluate a practical, problem-based global citizenship education (GCED) program in the first grade of elementary school to suggest ways for practical global citizenship education in the next curriculum. This study proceeded following the ADDIE teaching design model. Through literature research, the relevance of global citizenship education to the 2022 national curriculum and the 2022 practical arts curriculum was analyzed, and based on the results, the learning elements of global citizenship education were extracted from the 2022 integrated subjects curriculum to develop the program. The program consisted of four teaching and learning plans for a total of eight sessions based on four practical problems, and was revised and supplemented through validation by a group of experts. The developed teaching and learning curriculum was implemented in all eight sessions over a period of four weeks with 16 first grade students at S Elementary School in Seoul. As a result of the program implementation, the mean of students' global citizenship awareness increased by 3.88 points (±3.91) from pre to post, and the qualitative evaluation of teachers' reflection journals and students' portfolios showed that the program influenced students to realize the importance of taking action to create a better and more sustainable world. Therefore, the practical problem-based global citizenship education program for first graders was found to be effective in fostering global citizenship awareness.

• Journal of the Korean association of regional geographers
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• v.16 no.2
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• pp.167-181
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• 2010

The multicultural society under globalization have made an impact on the education since the end of 20th century. This study is for the theoretical approach and presentation of method about global citizenship education in globalization & multicultural society today. As an education which is suitable in the globalization & multicultural society I present 'cultural diversity' education. The 'cultural diversity' education for fostering global citizenship is needed to enhance the cultural sensibility while learning other cultures. The 'cultural diversity' education is having the values of human rights, fairness, diversity respect and living together. So I present the study lesson plans of 'cultural diversity' education for a global citizenship education from elementary school 6 grade social studies "Natural environments and cultures of world regions" chapter.

• Korean Journal of Comparative Education
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• v.26 no.4
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• pp.31-53
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• 2016

This study aims to examine the effects of student's individual background and school factors on global citizenship and to provide some suggestions to improve global citizenship education in Korea. To achieve this purpose, we used International Civic and Citizenship Education Study (ICCS) 2009 data which studied student knowledge and understanding of civics and citizenship as well as student perceptions, and attitudes related to civics and citizenship from 38 countries. The data was analyzed with a 2-level Hierarchical Linear Model. The results of this study can be summarized as follows. Girls had more positive attitudes than boys toward gender equality and equal rights for different ethnic groups and immigrants. This study also showed that the level of student's global citizenship depended on whether home language was different from test language. Parental educational attainment and parental occupational status generally affected the level of student's global citizenship and students' interest in political and social issues appeared to be strongly affected by their parents. These findings suggest that parents play important role in improving global citizenship. At the school level, teacher-student relationships and the value of student participation had positive effects on global citizenship. Therefore, in order to implement global citizenship education in schools, it is necessary to consider the change of school climate.

• Journal of the Korean Society of Industry Convergence
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• v.27 no.1
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• pp.195-205
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• 2024

This study is descriptive research study to understand the impact of digital ethics-literacy, multicultural acceptance, and global citizenship of medical students' on cultural competency. The subjects for this study were the medical students of J city of Province of G, collecting data from first of October to 15th of October 2023. The tools used for this study consist of 178 questions which were 9 questions of general properties, 70 questions of digital ethics-literacy, 35 questions of multicultural acceptance, 3qustions of global citizenship and 33 questions of cultural competency. As a result of this study, the score of digital ethics-literacy was 2.67±0.85(out of 5), the score of multicultural acceptance was 3.62±1.08(out of 6), the score of global citizenship was 3.72±0.75(out of 5), and the score of cultural competency was 3.49±0.71(out of 5). There is a positive correlation between multicultural acceptance and global citizenship. The global citizenship was the factor affecting significantly on cultural competency. The power of explication was 20.8%. The education for accepting and understanding cultural diversity and offering opportunity of domestic and overseas volunteering programs so that global citizenship could be improved. There is also a need of development of integrative education programs in terms of multicultural education including direct and indirect digital media education which can perform medical service for various multicultural recipient on the medical site not an one-shot instiiled displine.

• Journal of the Korean association of regional geographers
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• v.12 no.3
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• pp.421-435
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• 2006

This study considered the history and range of concern to the citizenship education in the British geography education with respect to the appearance of the citizenship subject in National Curriculum. Although British geography education mainly put on emphasis citizenship education focused on national identity through imperialism ideology up to World War II, it has aimed at the local and global citizenship education which put focus on the reflection of students to individual value and value position, and social justice after the 1980s. Not only an inner change of such geography education but the external factor of appearance of citizenship subject has stimulated more concern about citizenship education. After that, British geography education community constructs the logic of theoretical justification and urges teachers' practical research and continuous concern as plan for geography subject to lead citizenship education all the time. On the other hand, recently British political and social cultural geographers observe spaces of the citizenship which makes difference and identity and the radical and critical citizenship which put focus on the local and the global scale from the national. Therefore, citizenship education through geography subject must put more emphasis on not national identity but the local and global identity for social justice and a better world.