Exploring Multidimensional Perspectives of University Students on Global Citizenship Courses
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This study seeks to examine university students' perspectives on a global citizenship course, drawing on multidimensional viewpoints encompassing the university, the learners, and broader societal contexts. Q-methodology was employed to analyze the findings, as it is especially well-suited for uncovering individuals' subjective views on a particular topic. This makes Q-method a suitable fit for this study, as it enables the investigation of how learners perceive the global citizenship course, highlights differences among distinct student viewpoints, and provides insights into the ideal direction for future educational development. A total of 40 students participated in sorting the 36 statements ultimately selected for this study. The factor analysis, conducted using PQ-Method, revealed three distinct factors: Openness to Society Oriented, Learners’ Cognitive & University Instructor’s Capabilities Oriented, and Learners’ Cognitive & Socio-emotional Oriented. Unfortunately, no single type appeared to satisfy all the three different groups. The findings of this study are valuable for understanding and analyzing the diverse attitudes of students toward current global citizenship courses, particularly given the rising number of such courses offered by universities and the growing demand for this type of education. Based on the results, the study offers three key implications: incorporating community-based activities into regular classes, providing appropriate training or retraining programs for educators, and fostering active communication between learners and instructors.
Abstract
This study seeks to examine university students' perspectives on a global citizenship course, drawing on multidimensional viewpoints encompassing the university, the learners, and broader societal contexts. Q-methodology was employed to analyze the findings, as it is especially well-suited for uncovering individuals' subjective views on a particular topic. This makes Q-method a suitable fit for this study, as it enables the investigation of how learners perceive the global citizenship course, highlights differences among distinct student viewpoints, and provides insights into the ideal direction for future educational development. A total of 40 students participated in sorting the 36 statements ultimately selected for this study. The factor analysis, conducted using PQ-Method, revealed three distinct factors: Openness to Society Oriented, Learners’ Cognitive & University Instructor’s Capabilities Oriented, and Learners’ Cognitive & Socio-emotional Oriented. Unfortunately, no single type appeared to satisfy all the three different groups. The findings of this study are valuable for understanding and analyzing the diverse attitudes of students toward current global citizenship courses, particularly given the rising number of such courses offered by universities and the growing demand for this type of education. Based on the results, the study offers three key implications: incorporating community-based activities into regular classes, providing appropriate training or retraining programs for educators, and fostering active communication between learners and instructors.