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Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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An Analysis on the Types of Global Citizenship Among the Pre-Service Secondary Teachers and the Determinant Factors (Journal of Education for International Understanding; Vol. 15, No. 1) Year of publication: 2020 Author: Hwanbo Park | Jinyoung Im | Kyunghee Park Corporate author: Korean Society of Education for International Understanding (KOSEIU) This study aims to investigate the types of global citizenship among pre-service teachers based on the level of global citizenship and to explore the factors effect on each types. Especially, this study focus on the action area among the three dimension of global citizenship. For this purpose, 180 students were surveyed A university in Daejeon metro city with measurement tool developed by Korea Institute for Research in the Behavioral Sciences (KIRBS). The results show that the types of pre-service teachers divided into 3 group, ‘active global citizenship (52.1%)’, ‘passive global citizenship (22.5%)’, and ‘immature global citizenship (25.4%)’. fluency of English language, experience of volunteer and overseas, institutional trust, and communication with friends about political issues were significant factor effect on the practical type of global citizenship. The findings suggest that it is necessary to provide global citizenship education based on the characteristics of the pre-service teachers. 
Discourse on Peace-Oriented Citizenship in the Korean Peninsula: Form Unification Education in the Divided Society Into the Citizenship Education in the Peaceful Coexistence Era (Journal of Education for International Understanding; Vol. 15, No. 2) Year of publication: 2020 Author: Soonwon Kang Corporate author: Korean Society of Education for International Understanding (KOSEIU) This paper puts emphasis on designing the peace-oriented citizenship education towards the peaceful coexistent era beyond unification education in the divided society, analyzing the limits and possibility of democratic citizenship education connected with unification education which has been reflected by the peace process of present governments since liberation from the colonial period in 1945. According to the changes of unification education connected the peace process of each government, the name of historical subjects to take the initiative to overcome the division has been changed from civics saving the country to patriotic nation and onto the democratic citizen. Since Yushin reformation period, raising the democratic citizenship has been set up as the goal of unification education. But some critics of democratic citizenship were given to the limitation of the democratic citizen on overcoming the division and realizing peaceful coexistence and to the birth of hybrid citizenship with national commonality, Asian citizenship and global citizenship to challenge Korean peninsula agenda. Thus peace·unification education beyond division should be reconceptualized on the ground of the discourse of peace-oriented citizenship, which is applied to North Korea and South Korea as a global peace education framework. 
The Institutionalization of Global Citizenship Education as a Global Policy Agenda (Journal of Education for International Understanding; Vol. 15, No. 2) Year of publication: 2020 Author: Jonghun Kim Corporate author: Korean Society of Education for International Understanding (KOSEIU) The purpose of this study was to examine the driving forces that affect the global diffusion and institutionalization of Global Citizenship Education (GCED), which is rapidly emerging as an important global education agenda. In order to achieve the objective of this study, driving forces affecting the diffusion and institutionalization of GCED were categorized into three perspectives, namely, sociocultural perspective, international economic perspective and institutional perspective. The data were analyzed using multiple regression analysis. The main findings of this study are as follows. First, the degree of sociocultural diversity that represents sociocultural perspective did not have a statistically significant effect on education policies, curriculum and teacher education on GCED in each country. Second, the degree of dependence on international economic relations, which shows international economic perspective, had a positive statistically significant effect on the curriculum of GCED in countries around the world but it did not have a statistically significant effect on education policy and teacher education of GCED. Third, the degree of linkage to the global civil society that represents institutional perspective has a positive statistically significant effect on the GCED education policies, curricula and teacher education of different countries around the world. The results of this study show that institutional perspectives are more persuasive drivers of the spread and institutionalization of GCED in individual countries than from sociocultural perspective and international economic perspective. The result of this study shows that the adoption of policies for GCED is an institutional embodiment reflecting education norms and values at the global level embedded in an institutional environment of the world society rather than instrumental means that meet immediate and concrete socioeconomic needs and demands of individual countries. This study is of significance in that it has identified the driving forces for the diffusion and institutionalization of GCED through empirical analysis. 
The Development of a Middle School Social Studies Instructional Module for Place-Based Global Citizenship Education: The Case of Jeju Island (Journal of Education for International Understanding; Vol. 14, No. 2) Year of publication: 2019 Author: Han Sanghee Corporate author: Korean Society of Education for International Understanding (KOSEIU) This study aims to develop an instructional module for middle school social studies as part of place-based global citizenship education. The main contents of this study are as follows:first, the methods used in developing an instructional module for middle school social studies in global citizenship education; second, the method applied in the module for middle school classes. The study was mainly based on reference research and action research. The place-based class module developed for this study is the case of Jeju Island and is focused on middle school social studies classes as oriented to the integrated curriculum. The results are as follows: First, I developed a class module for place-based global citizenship education. For this module, I created principles for the class module for place-based global citizenship education and compose the class module by focusing on the case of Jeju Island. The design of this module went through 3 stages. The first stage explores regional issues by considering mutual relationships and the context from which suitable themes to foster global citizenship in the region are uncovered. The second stage explores the geological, historical, social, and cultural contexts of the place-based issues. The third stage expands on the contexts of the regional issues and practice to exercise global citizenship. Through the application of the principles and developmental stages for the class module, I then compose three Jeju-based modules. Second, I developed and conducted a Jeju-based instructional module for global citizenship education. For the themes and Jeju cases of the place-based module, I present sympathy for universal values through the life of Kim Mandeok who gave aid to the poor in the late Joseon era; respect for diversity and difference through the history of Haenamcheon, the Jeju immigrant community during early industrialization; and solidarity and practice through the Jeju 4·3 Uprising and Massacre. These three class modules can be utilized independently or stage by stage. I concede that this study has spatial and content limitations due to the fact that the Jeju cases are only presented among domains relating to global citizenship education which means that follow-up research is required to expand into relating domains and other regions. In addition, this study has other limits in that it hasn’t been verified quantitatively by presenting the effects of global citizenship education only through the stories of students who attended this class and the follow-up educational activities through this module. 
A Study on the Objectives and Contents of ESD Reflected in the 2015 Revised Curriculum of Primary School (Journal of Education for International Understanding; Vol. 15, No. 1) Year of publication: 2020 Author: 김다원 Corporate author: Korean Society of Education for International Understanding (KOSEIU) This study analyzed the objectives, core contents, and terms of use of sustainable development education reflected in elementary school curriculum to find ways to effectively implement ESD in conjunction with the curriculum. For this purpose, the contents described in objectives and achievement standards of the 2015 revised curriculum were analyzed, focusing on 8 subjects. Based on the results of the previous studies, the contents of ESD were selected and used as a reference. The results of the analysis are as follows. First, all eight subjects analyzed in this study include ESD-related goals in curriculum objectives. This shows that ESD can be implemented in the subject. Second, the terms reflected in the curriculum were used as ‘sustainable global village’, ‘sustainable future construction’, and ‘sustainable future society’ in social studies and practical arts. This shows positiveness in learning from the perspective of sustainable development. However, in both subjects, sustainable development is focused on future society, and it has a limitation in that sustainable development is a concept that looks at both the present and future generations at the same time. Third, the eight subjects include all the core contents except for ‘gender equality’ among 22 core contents of ESD. This is a positive indicator that ESD can be implemented in the curriculum.