Search Results (78)

Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies. Full article

As global environmental challenges intensify, there is an increasing need to equip younger generations with the knowledge, values, and sense of responsibility necessary for a sustainable future. This study explores how environmental citizenship education (ECE), implemented through a nature-based learning program within a Nature and Science School (NSS) in Türkiye, was experienced and interpreted by primary school pupils in relation to their development of understanding of sustainability and environmental citizenship. NSSs, integrated into the formal education system by the Turkish Ministry of National Education, offer inquiry-driven and experiential learning in natural settings. The study took place in Talat Göktepe Grove, a biodiverse site including forest and marine ecosystems, where a four-month ECE program was conducted. A holistic single-case study design was employed, drawing on pupil diaries and semi-structured interviews. A total of 88 pupils engaged in structured outdoor activities addressing biodiversity, sustainability, and the climate crisis. Initially, pupils described environmental citizenship through individual actions. Over time, their perspectives expanded to include civic participation, environmental rights, and collective responsibility. Their reflections also revealed a more nuanced understanding of sustainability, encompassing concepts such as ecosystem balance, renewable energy, and environmental justice. The study provides insight into how nature-based education may support meaning-making around environmental citizenship and sustainability in early education. Full article

Understanding Earth as a complex, dynamic, and interconnected system is crucial to addressing the contemporary environmental challenges intensified in the Anthropocene. This article reviews foundational Earth System Science (ESS) developments, emphasizing its transdisciplinary nature and highlighting how it has evolved to address critical issues like climate change, biodiversity loss, and sustainability. Concurrently, Earth System Education (ESE) has emerged as an educational approach to foster holistic a understanding, environmental insights, and geoethical values among citizens. Integrating geoethics into ESE equips citizens with scientific knowledge and the ethical reasoning necessary for responsible decision making and proactive engagement in sustainability efforts. This article identifies system thinking and environmental insight as the key competencies that enable individuals to appreciate the interconnectedness of Earth’s subsystems and humanity’s role within this complex framework. This study advocates for embedding a holistic and geoethical view of the Earth system into formal and non-formal education, promoting inclusive, participatory, and action-oriented learning experiences. This educational shift is essential for empowering citizens to effectively address the environmental, social, and economic dimensions of sustainability, thereby fostering resilient, informed, and ethically responsible global citizenship in the Anthropocene. Full article

This study explores the ways in which Canadian teachers construe the complexity of citizenship education, utilizing the key concepts of affect and difficult knowledge to examine the challenges to democratic citizenship within increasingly diverse intercultural societies. The findings from the semi-structured qualitative interviews with six social studies teachers reveal how affective dynamics emerge prominently as they grapple with tensions between idealized conceptions of multi- and intercultural citizenship and ongoing challenging issues (e.g., social inequality and exclusion). The findings reveal a problematic pattern of antinomical attitudes as a dilemma—where teachers outwardly acknowledge ethical obligations to address ongoing injustices while simultaneously resisting the deeper structural changes necessary for sustainable intercultural societies. In doing so, this study illuminates how affective dynamics function as an onto-epistemological power behind social production that shapes our cognitive rational deliberations on citizenship and undergirding ideology(ies). These findings offer critical insights into the ethical challenges of education for sustainable intercultural societies amid a global landscape where extreme nationalism intertwines with neoliberal market-driven imperatives. This study thus provides implications for critical pedagogical approaches for citizenship that embrace myriad affective dynamics to create transformative learning spaces for citizenship education, particularly in addressing systemic inequalities. Such approaches could pave pathways toward acts of citizenship to disrupt already defined orders, practices, and statuses so integrally as to make claims for justice. Full article

The global challenge of climate change demands innovative, inclusive, and experiential education that fosters ecological literacy, behavioral change, and climate advocacy. This study explores a cross-cultural collaboration between two undergraduate ecology courses—one at the University of La Verne (ULV) in California and the other at the Universidad Centroamericana José Simeón Cañas (UCA) in El Salvador—that employed 360° virtual reality (VR) photosphere photographs to investigate climate change impacts. Students documented local ecological phenomena, such as drought and habitat loss, and shared insights with international peers, facilitating a rich exchange of perspectives across biomes. Generative AI tools like ChatGPT were utilized to overcome language barriers, enabling equitable participation and enhancing cross-cultural communication. The findings highlight VR’s transformative role in helping students visualize and communicate complex ecological concepts while fostering empathy, emotional engagement, and agency as climate advocates. Institutional and curricular factors shaping the integration of VR-based approaches are discussed, along with their potential to drive behavioral shifts and promote global engagement. This study demonstrates that immersive technologies, combined with collaborative learning, provide a powerful framework for bridging geographic and cultural divides, equipping students with the tools and perspectives needed to address the critical global challenges posed by climate change. Full article

Brain drain represents a critical challenge to global development, reflecting structural inequalities and tensions between mobility and rootedness. This study analyzes the determinants of skilled migration in 178 countries (2006–2022) using a regression model based on panel data, identifying six key variables: uneven economic development, the quality of public services, external intervention, voice and accountability, the rule of law, and political stability. Governance, particularly political stability and the rule of law, stands out as crucial for retaining talent, while external interventions and economic inequality exacerbate emigration. From a sociological perspective, migrants are active agents who transform transnational networks, challenging traditional notions of citizenship and belonging. Civil society organizations play a central role by facilitating sociocultural inclusion, mediating resettlement processes, and promoting brain circulation as an alternative to retention-focused models. Additionally, this study highlights the cultural and symbolic dimension of migration, revealing the impact of uprooting on communities of origin. Future research should explore how inclusive policies, digital nomadism, and remittances can reduce structural inequalities, strengthen the connection between migrants and their communities, and advance towards a sustainable and equitable mobility model. Full article

To change the course of traditional citizen participation towards ecological transition (ET) and to promote a sustainable transformation of social systems, it is necessary to implement a transformative policy that is based on a deep understanding of the territories in their biophysical, socioeconomic, and cultural dimensions. This policy should incorporate and articulate a plurality of knowledge, technologies, powers, and local positions. In this paper, we propose five ideas inspired by initiatives and examples from around the world to promote plural, reflexive, intercultural, transnational, ecological, and dynamic citizenship, which may foster a fair and inclusive ET. This scenario aims to envision alternative modes of social organization to anticipate ecologically and globally equitable futures. Full article

In an increasingly interconnected world facing global challenges such as climate change and social inequality, citizenship education plays a critical role in preparing young people for responsible democratic participation and sustainability. This study aims to develop a model to explain factors influencing Latvian students’ perceptions of global threats, comparing data from the International Association for the Evaluation of Educational Achievement (IEA)’s International Civic and Citizenship Study (ICCS) cycles in 2016 and 2022, to assess how these opinions have evolved and their implications for promoting sustainability through civic education. Confirmatory factor analysis is used to test the latent factor structure modeling the students’ perceptions of environmental and economic threats to the world’s future. A multi-group structural equation model is constructed and used with the corresponding descriptive statistics to analyze various background factor effects on students’ sustainability concerns. The results of the study indicate that citizenship knowledge, as well as various student-level background factors, have an impact on environmental and economic sustainability concerns among 13-year-old students. In some instances, these effects are mediated by students’ civic knowledge level, while in other instances, they are directly attributed to the background factors. The findings show that there may have been some shift in students’ perceptions of sustainability threats, and the role of civic education may have changed in this respect. Furthermore, the varying levels of knowledge across various levels of background factors may suggest that content in lessons must be differentiated according to the needs of groups to support their understanding of the importance of sustainability. Full article

This study explored the transformative potential of generative artificial intelligence (GAI) for achieving the UN Sustainable Development Goal on Quality Education (SDG4), emphasizing its interconnectedness with the other SDGs. A proprietary algorithm and cocitation network analysis were used to identify and analyze the network of SDG features in GAI research publications (n = 1501). By examining GAI’s implications for ten SDG4 targets, the findings advocate for a collaborative, ethical approach to integrating GAI, emphasizing policy and practice developments that ensure that technological advancements align with the overarching goals of SDG4. The results highlight the multifaceted impact of GAI on the SDGs. First, this paper outlines a framework that leverages GAI to enhance educational equity, quality, and lifelong learning opportunities. By highlighting the synergy between GAI and the SDGs, such as reducing inequalities (SDG10) and promoting gender equality (SDG5), this study underscores the need for an integrated approach to utilizing GAI. Moreover, it advocates for personalized learning, equitable technology access, adherence to ethical AI principles, and fostering global citizenship, proposing a strategic alignment of GAI applications with the broader SDG agenda. Next, the results highlight that GAI introduces significant challenges, including ethical concerns, data privacy, and the risk of exacerbating the digital divide. Overall, our findings underscore the critical role of policy reforms and innovative practices in navigating the challenges and harnessing the opportunities presented by GAI in education, thereby contributing to a comprehensive discourse on technology’s role in advancing global education and sustainable development. Full article

The 21st century has spotlighted environmental sustainability in global discourse, urging businesses to act responsibly amidst climate change and resource depletion. This study explores the role of green human resource management (GHRM) in fostering the New Ecological Paradigm (NEP) among employees, enhancing organizational commitment (OC), and promoting organizational citizenship behavior towards the environment (OCBE) within the hospitality industry. Findings demonstrate that GHRM practices, including green recruitment, training, and performance management, significantly improve environmental performance and employee engagement in sustainability initiatives. Data were collected from 382 employees working in 5-star hotels in South Korea, utilizing a structured online survey to gather insights into GHRM’s influence on NEP, OC, and OCBE. The analysis was conducted using covariance-based structural equation modeling (CB-SEM) to rigorously test the hypothesized relationships among these constructs. However, integrating GHRM with NEP presents challenges, such as aligning organizational culture with eco-centric values and overcoming resistance to change. Motivated by the urgent need for sustainability, this research underscores the necessity for integrated HRM approaches to achieve sustainability. A key motivation behind this integration is to establish a workforce that not only understands but actively champions environmental stewardship, thereby strengthening the organization’s reputation and competitive advantage. Additionally, challenges such as balancing short-term operational costs with long-term environmental goals persist, requiring strategic commitment and effective resource allocation. Recommendations include embedding sustainability in HR policies, providing comprehensive environmental training, incentivizing green initiatives, establishing robust monitoring systems, and fostering cross-departmental collaboration to reduce the ecological footprint. This study contributes to the growing body of literature on sustainable business practices and highlights the strategic importance of eco-leadership. Full article

Over the past two decades, the expanding environmental and ecological crises highlight the need to broaden the concept of sustainability to encompass support for cultural sensitivity and social well-being. This study explores the role of architectural education in fostering cultural sensitivity and social well-being in embassy architecture within a framework of environment–behavior studies. It starts from the premise that the architectural values of a culture are deeply rooted in the relationship between the users, architecture, and surrounding environment. State-sponsored architectural works (e.g., embassies, consulates, cultural centers) built outside the country are viewed as symbolic representations of a nation’s diplomatic and cultural influence. These architectural typologies hold a unique potential to act as bridges for cross-cultural dialogue and foster a collective sense of global citizenship. In order to develop and assess the teaching curriculum, a specific assignment was given to master’s students of the Faculty of Architecture, University of Belgrade, with the aim to explore how engineering education can be adopted to motivate students toward sustainable attitudes and design solutions. While traditional diplomatic architecture emphasizes inward-facing, fortress-like design strategies, establishing physical and symbolic barriers between the embassy’s territory and the surrounding context, this research advocates for a more holistic approach oriented toward cultural sustainability, openness, and integration within an urban context. Key findings highlight creative solutions for balancing cultural representation with functional requirements while prioritizing community engagement, environmental responsibility, and user well-being. By demonstrating the two distinctive architectural strategies, this study contributes to the culturally responsive embassy design within the broader context of sustainable architectural education. Full article

The aim of this research is to develop contemporary peace education that can be implemented in the pre-school period to ensure global citizenship. In this study, action research design, one of the qualitative research methods, was used. The study group of this research consisted of five-year-old children who attend a public kindergarten and their parents, classroom teacher, and researcher. The data were collected by means of the peace value attitude questionnaire prepared for parents and classroom teachers, the technology-supported child interview form, the teacher diary form, and the researcher diary form. Research was carried out in three stages: needs analysis, implementation, and evaluation. Educational activities covering peace education were developed, and they were administered to the children for 12 weeks. Within the framework of the results obtained, it was determined that the five-year-old children who made up the study group consciously gained the value of peace, were sensitive to the multicultural structure, and strengthened their communication with their peers. In light of these results, we should develop integrated programs in preschool education, place the value of peace at the center, and provide peace education widely in the preschool period by all stakeholders for global citizenship. Full article

The contents linked to the Sustainable Development Goals (SDGs) should be introduced in studies in the field of education. This research analyzes the knowledge of the Sustainable Development Goals (SDGs) and the 2030 Agenda among 477 participants from the University of Murcia and the University of Valencia in the Degree of Primary Education, Social Education, and the Master of Teacher Training in the Faculty of Education. A descriptive–comparative methodology with a quantitative approach was used based on an ad hoc questionnaire. The educational intervention included theoretical–practical modules on the SDGs and citizenship, with academic readings and case studies on the implementation of the SDGs in various sectors, which positively impacted future education professionals who were to be part of their initial training. The results showed significant differences in the knowledge of the SDGs between the experimental group and the control group at the end of the term, especially among the experimental group, which worked on the SDG concepts in the subjects taken. Greater knowledge was also observed among the students with a Social Education degree who took a subject related to this topic. Full article

This study examines the integration level of the three dimensions of the Sustainable Development Goals (SDGs) (social, economic, and environmental) in Chilean citizenship education textbooks for third and fourth grades’ students in high schools, aiming to identify gaps and propose a comprehensive model for thematic instruction. Utilizing the citizenship education student textbook designed by the Faculty of Educational Sciences at the San Sebastián University in Chile, this research employs thematic analysis to assess the representation of the SDGs within the educational content. The results reveal a positive aspect: the textbooks showcase all three SDG dimensions, highlighting their potential to foster comprehensive SDG comprehension. However, the emphasis predominantly lies on social inclusion, with economic and environmental dimensions receiving less attention. This imbalance could impede the provision of holistic sustainability education, especially as critical ecological issues and certain goals (SDGs 2, 7, 12, 14, and 15) remain under-represented. The proposed thematic instruction model merges sustainability with citizenship education through concept mapping, structured lesson plans, and active collaboration, enhancing SDG literacy. This research contributes to Education for Sustainable Development (ESD) by providing a comprehensive framework that transforms sustainability education globally, cultivating knowledgeable and proactive individuals prepared to address and resolve pressing global challenges. Full article

In a context defined by the internationalisation of educational policies and the supranational nature of school programmes, we highlight the desirability of promoting local strategies for teaching environmental sustainability in order to contribute to the formation of global citizenship in children. Based on the experience of a horticultural curricular project in a school in northern Spain, the aim of this article is to reflect on the need for socio-educational communities to transform the objectives of environmental education into tools with which children can co-responsibly build connections to modify or enrich their everyday concepts of caring for the planet. To do this, semiotic analysis of different official school documents is used as a key methodology. Our findings invite consideration of the fact that pedagogies designed to train children in global citizenship competencies should not be limited to the classroom or to reproducing the proposals of institutional documents. Rather, they should be based on the prior knowledge and experiences of all members of the community, above all, of the children. From this perspective, the promotion of empirical learning situations is essential for the acquisition of meaningful and appropriate environmental contents, in the sense that they allow children, as future global citizens, to recognise the ethical repercussions of their own actions and decisions. Full article