The effect of latent class typologies of global citizenship education on student’s global citizenship
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Theoretical research on global citizenship education (GCE) suggested that how forms and typologies of GCE are diverse following by the theoretical approach, contents, and pedagogies, however, little is known about how different types of GCE is shaping student’s understanding of GC. This study fills the knowledge lacuna by examining how students’ GC is differently sharpened by different typologies of GCE among Korean secondary school students using Programme for International Student Assessment (PISA) data. Using latent class analysis, a four-class typology of GCE learning groups was identified, consisting of non-GCE learners, knowledge-based GCE learners, knowledge and perspectives-based GCE learners, and knowledge, perspectives, and engagement-based GCE learners. The results also proved that students with knowledge, perspectives, and engagement-based GCE are more likely to have high self-efficacy on global issues, global-mindedness, and more participation in GC activities compared to students who experienced only knowledge-based GCE. This study is worthwhile by empirically demonstrating the typology of GCE and providing evidence of why diverse forms of GCE should be highlighted rather than the delivery of knowledge.
Abstract
Theoretical research on global citizenship education (GCE) suggested that how forms and typologies of GCE are diverse following by the theoretical approach, contents, and pedagogies, however, little is known about how different types of GCE is shaping student’s understanding of GC. This study fills the knowledge lacuna by examining how students’ GC is differently sharpened by different typologies of GCE among Korean secondary school students using Programme for International Student Assessment (PISA) data. Using latent class analysis, a four-class typology of GCE learning groups was identified, consisting of non-GCE learners, knowledge-based GCE learners, knowledge and perspectives-based GCE learners, and knowledge, perspectives, and engagement-based GCE learners. The results also proved that students with knowledge, perspectives, and engagement-based GCE are more likely to have high self-efficacy on global issues, global-mindedness, and more participation in GC activities compared to students who experienced only knowledge-based GCE. This study is worthwhile by empirically demonstrating the typology of GCE and providing evidence of why diverse forms of GCE should be highlighted rather than the delivery of knowledge.
참고문헌 (24)
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