Scrutinizing Teachers’ Awareness of Global Citizenship Education (GCED) in Jordan

Authors

DOI:

https://doi.org/10.11575/ajer.v68i4.74900

Abstract

This study aimed to determine the Global Citizenship Education (GCED) awareness level of teachers of different subjects in Jordan and to investigate whether their global citizenship awareness levels varied in terms of different demographic variables. The sample comprised 4305 teachers. Data were gathered using an awareness scale and an interview. Findings revealed that teachers showed an unsatisfactory level of awareness of GCED; females were more aware of GCED. Based on the results, it is recommended that teachers’ knowledge should be fostered in teaching GCED concepts, skills, and values, and to transcend the teacher-centered approach as it doesn’t promote the outcomes of creating global citizens.

Keywords: Teachers’ Awareness, Global Citizenship Education, Demographic Variables, Teacher Development.

Cette étude avait pour but de déterminer le niveau de sensibilisation à l'éducation à la citoyenneté mondiale des enseignants de différentes matières en Jordanie et d'examiner si leur niveau de sensibilisation à la citoyenneté mondiale variait en fonction de différentes variables démographiques. L'échantillon comprenait 4 305 enseignants. Les données ont été recueillies à l'aide d'une échelle de sensibilisation et d'un entretien. Les résultats ont révélé que les enseignants ont montré un niveau insatisfaisant de sensibilisation à la citoyenneté mondiale ; les femmes étaient plus sensibilisées à la citoyenneté mondiale. Sur la base des résultats, il est recommandé de renforcer les connaissances des enseignants dans l'enseignement des concepts, des compétences et des valeurs de la citoyenneté mondiale, et de transcender l'approche centrée sur l'enseignant car elle ne favorise pas la création de citoyens du monde.

Mots clés : Sensibilisation des enseignants, éducation à la citoyenneté mondiale, variables démographiques, développement des enseignants.

Author Biographies

Naima Al-husban, Arab Open University - Jordan

Dr. Naima Al-Husban received her PhD in Curriculum and Instruction from the University of Jordan in 2016. She worked as an EFL teacher for ten years, and is currently working as an Associate Professor at Arab Open University—Jordan. She is interested in issues of higher education, online teaching, blended learning, literacy instruction, planning and developing curricula, global citizenship education, and refugees after trauma, and she has some publications related to teaching English language as a foreign language. She is a reviewer in several international journals like Reading Teacher Journal, English Language Journal, International Review of Research in Open and Distributed Learning, Journal of Education in Muslim Societies, and the Online Journal of English as a Foreign Language Journal. ORCID number: 0000-0002-4745-7345

 

Mohammad Tawalbeh, Arab Open University

Mohammad Tawalbeh is a Professor of Educational Technology and currently the Dean of the Faculty of Education and General Studies at the Arab Open University (AOU). He published more than 25 articles in peer reviewed journals, supervised more than 50 MEd dissertations and PhD theses, and he is an editorial member and reviewer of some journals. His major research areas are open, distance, and blended learning; global citizenship; life skills; and coexistence. He served in five validation committees at some Jordanian and Arab universities, including an Academic reviewer of the E-learning Department, Arabian Gulf University. Professor Tawalbeh is currently coordinating a regional training and research project on School Based Development (TAMAM) at some schools in Jordan with the American University of Beirut, and he was the mentor of an international research project about Global Citizenship funded by the Education Quality and Learning for All (EQUAl) programme, NY University, USA. Prof Tawalbeh served as a chairman and member of several conferences. Recently, he was a member of the scientific and management committee of the forum on Distance Learning During Emergencies and Crises: Dealing with the Coronavirus (as a Model), which was organized by the AOU and ALECSO on 9-10 August, 2020.

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Published

2022-12-21

How to Cite

Al-husban, N., & Tawalbeh, M. (2022). Scrutinizing Teachers’ Awareness of Global Citizenship Education (GCED) in Jordan . Alberta Journal of Educational Research, 68(4), 581–603. https://doi.org/10.11575/ajer.v68i4.74900

Issue

Vol. 68 No. 4 (2022): Winter

Section

ARTICLES

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