Engaging Teachers in Global Citizenship Education through Interdisciplinary Curriculum Approach

Presented by:

Ionell Jay R. Terogo, University of San Jose - Recoletos Philippines

Educators play an important role in ensuring how the university core values are taught to students. Their awareness of GCED/ESD had assisted in making these values visible in the classroom (real-life application for both teachers and students).

Engaging Teachers in Global Citizenship Education through Interdisciplinary Curriculum Approach

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Abstract:

This presentation is a program summary report of webinar workshops on global citizenship education (GCED), transformative education, human rights and peace education, and instructional integration of these concepts in the basic education curriculum spearheaded by the Office of Curriculum and Instruction of the University of San Jose – Recoletos (funded by UNESCO APCEIU). Teachers participated in workshops, discussed social issues and sustainability concepts, applied active strategies relevant to GCED, and identified best practices to apply to teaching practice. The results of the program show a strengthened teacher commitment toward education for sustainable development through their intentional interdisciplinary approach to curriculum planning and implementation.

Keywords:

Global Citizenship Education, Education for Sustainable Development, Curriculum Interdisciplinary Approach

Outcomes:

Describe the bases and framework of the global citizenship webinar-workshop series for faculty (especially the Learn-Share-Act framework).
Share teachers' outputs, evaluation results, and qualitative responses which reflect transformative education and interdisciplinary approach to curriculum.
Explain how GCED and ESD were thoughtfully committed by instructors through their interdisciplinary integration in the curriculum.

Hear it from the author:

Engaging Teachers in Global Citizenship Education through Interdisciplinary Curriculum ApproachIonell Jay R. Terogo, University of San Jose - Recoletos Philippines

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References:

Horey, D., Fortune, T., Nicolacopoulos, T., Kashima, E., & Mathisen, B. (2018). Global citizenship and higher education: A scoping review of the empirical evidence. Journal of Studies in International Education, 22(5), 472–492. https://doi.org/10.1177/10283153187864

Kotze, A. V., & McMillan, J. (2015). Global citizenship for social justice: Educating higher education students in the global south. Global Citizenship Education, 82(2015), 94–99.

Stanlick, S., & Szmodis, W. (2022). Active experimentation, embodiment, and high-impact practices in GCE: Diving in and letting go. In S. Stanlick, & W. Szmodis (Eds.), Perspectives on Lifelong Learning and Global Citizenship: Beyond the Classroom (pp. 181–195). Springer Nature.

UNESCO APCEIU. (2021). Global citizenship education: A policymaking awareness and advocacy handbook. APCEIU.

UNESCO Education Sector. (2014). Global citizenship education: Preparing learners for the challenges of the 21st century. UNESCO.