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درجة استجابة المناهج المدرسية الفلسطينية في المرحلة الأساسية لسمات التعليم الديمقراطي من وجهة نظرالمعلمين Año de publicación: 2018 Autor: Mahmoud Abdel Majeed Rasheed Assaf Autor corporativo: University of Babylon هدفت الدراسة التعرف إلى تقديرات عينة من معلمي المرحلة الأساسية بمحافظة غزة لدرجة استجابة المناها المدرسية الفلسطينية لسمات التعليم الديمقراطي، والكشف عما إذا كان هنالك فروق ذات دالة إحصائية عند مستوى دالة (05.0≤ α (بين متوسطات درجات التقدير تعزى إلى المتغيرات )الجنس، عدد سنوات الخدمة(، ولتحقيق ذلل اتبع الباحث المنها الوصفي التحليلي بتطبيق استبانة شملت )36 )فقرة على عينة مكونة من )419 )معلما ومعلمة من مرحلة التعليم الأساسي بمحافظات غزة، وأظهرت النتائج أن درجة التقدير الكلية لمعلمي المدارس الأساسية بمحافظة غزة لمدى استجابة المناها المدرسية لسمات التعليم الديمقراطي كانت متوسطة بوزن نسبي )8.67 ،)%حيث جاء مجال )ممارسات المعلم الديمقراطي( في المرتبة الأولى، ومجال )طرائق التدريس وأخي ار مجال )تعزيز القيم الديمقراطية( في المرتبة الأخيرة، وأنث ال توجد فروق ذات دالة إحصائية عند الديمقراطي( في المرتبة الثانية، مستوى دالة (05.0 ≤ α (بين متوسطات درجات التقدير تعزى إلى المتغيرات )الجنس، عدد سنوات الخدمة(، وأوصت الدراسة بتطوير الأنشطة المدرسية والصفية المصاحبة للمنهاج ذات الصفة التمثيلية, كمجالس الفصول, واتحادات الطلبة وجماعات المشاركة. 
Citizenship education: does it have a place in the curriculum? Año de publicación: 2005 Autor: Carol Mutch Autor corporativo: NZCER Press The call for citizenship education as a compulsory part of the curriculum has met with a varied response worldwide. While everyone would espouse the ideals of ensuring our young people grow up to be active and fair-minded citizens, why does citizenship education not figure more prominently in our curriculum?This article discusses the past, present, and possible future of citizenship education in the New Zealand curriculum. L’éducation à la Citoyenneté: a-t-il une place dans le programme? Año de publicación: 2005 Autor: Carol Mutch Autor corporativo: NZCER Press L’appel à propositions sur l'éducation à la citoyenneté comme une partie obligatoire du programme a rencontré une réponse variée dans le monde entier. Alors que tout le monde serait épouser les idéaux de sorte que nos jeunes grandissent pour devenir des citoyens actifs et équitable d'esprit, pourquoi l'éducation à la citoyenneté figurait pas une place plus importante dans notre programme? Cet article décrit le passé, le présent et l'avenir possible de l'éducation civique dans le programme Nouvelle-Zélande. Global citizenship: a typology for distinguishing its multiple conceptions Año de publicación: 2013 Autor: Laura Oxley | Paul Morris Autor corporativo: Society for Educational Studies | Taylor & Francis The promotion of ‘Global Citizenship’ (GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by constructing a typology to identify and distinguish the diverse conceptions of GC. The typology is based on two general forms of GC: cosmopolitan based and advocacy based. The former incorporates four distinct conceptions of GC – namely, the political, moral, economic and cultural; the latter incorporates four other conceptions – namely, the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to analyse the key features of the very diverse range of educational policies and programmes that promote GC. La Citoyenneté Mondiale: une typologie pour distinguer ses multiples conceptions Año de publicación: 2013 Autor: Laura Oxley | Paul Morris Autor corporativo: Society for Educational Studies | Taylor & Francis La promotion de la «Citoyenneté Mondiale» (CM) a émergé comme un objectif de scolarisation dans de nombreux pays, symbolisant l'abandon des nationaux vers des conceptions plus globales de la citoyenneté. Il intègre actuellement une prolifération d'approches et terminologies, reflétant à la fois les diverses conceptions de la nature et les contextes socio-politico au sein duquel il est approprié. Ce document vise à clarifier cette ambiguïté en construisant une typologie pour identifier et distinguer les diverses conceptions de la CM. La typologie est basée sur deux formes générales de CM: cosmopolite base et sur la base de plaidoyer. L'ancien incorpore quatre conceptions distinctes de CM - à savoir la politique, morale, économique et culturelle; celui-ci comporte quatre autres conceptions - à savoir, le spirituel sociale, critique, de l'environnement et. Par la suite, nous illustrons brièvement comment la typologie peut être utilisé pour évaluer les caractéristiques essentielles d'un plan de programme conçu pour promouvoir la CM en Angleterre. La typologie fournit une nouvelle et des moyens puissants pour analyser les principales caractéristiques de la gamme très diversifiée de politiques et de programmes éducatifs qui favorisent la CM. National curricular guidelines and citizenship education in schools in Latin American countries Año de publicación: 2013 Autor: Martín Bascopé | Macarena Bonhomme | Cristián Cox | Juan Carlos Castillo | Daniel Miranda Autor corporativo: Centro de Estudios de Políticas y Prácticas en Educación (CEPPE) The aim of this study is to contrast two different sources of information regarding citizenship education in Latin America: curricular guidelines, and students’ civic attitudes and practices. When analyzing curricular guidelines, we consider the official national documents of the respective Ministries of Education, whereas regarding civic practices and attitudes, we analyze the results of the 2009 ICCS study. By using quantitative methods, we contrast the curricular emphasis and students’ results for each of the six countries considered. Our findings show that several curricular absences are associated with students’ low achievement in civic and citizenship knowledge and attitudes. Therefore, these results provide some guidelines for improving the official curricular documents and developing more empirical research on less-covered civic topics. Finally we encourage further research on classroom practices, especially on the topics highlighted in this research, such as authoritarianism, peaceful coexistence, national and regional identity, and accountability. Inside classroom research is very important to have a complete view of civic/citizenship curricular guidelines and practices, considering the limitations implied by looking at the intended curriculum (official documents) rather than the one implemented. Global citizenship education and its implications for curriculum goals at the age of globalization Año de publicación: 2010 Autor: Shahla Zahabioun | Alireza Yousefy | Mohammad H Yarmohammadian | Narges Keshtiaray Autor corporativo: Canadian Center of Science and Education As the inevitable process of the 21st century, globalization has affected and altered all aspects of human life including education. Therefore, one of the main tasks of any education system is to identify the features and impacts of such process. Thus, the present study was conducted aiming to discuss and examine global citizenship education and its implications for curriculum goals.This study is firstly defining global citizenship education concept as well as its significance and necessity and then it is going to explain global citizenship education concept and its purposes and implications for curriculum goals. This is an analytical research. The results indicate that global citizen holds peculiar features and requires special education in global aspects. Accordingly, the citizenship education compatible with global standards requires an overview of curriculum goals as one of the most important components of education system Global citizenship education and its implications for curriculum goals at the age of globalization Año de publicación: 2010 Autor: Shahla Zahabioun | Alireza Yousefy | Mohammad H Yarmohammadian | Narges Keshtiaray Autor corporativo: Canadian Center of Science and Education Comme le processus inévitable du 21e siècle, la mondialisation a affecté et changé tous les aspects de la vie humaine, y compris l'éducation. Par conséquent, l'une des principales tâches de tout système éducatif est d'identifier les caractéristiques et les impacts d'un tel processus. Ainsi, la présente étude a été menée en vue de discuter et d'examiner l'éducation à la citoyenneté mondiale et ses implications pour les objectifs du programme d'études.Cette étude est tout d'abord de définir la citoyenneté mondiale concept de l'éducation, ainsi que son importance et de la nécessité, et il va expliquer le concept d'éducation à la citoyenneté mondiale et de ses objectifs et implications pour les objectifs du programme d'études. Ceci est une recherche analytique. Les résultats indiquent que citoyen du monde détient des caractéristiques particulières et nécessite une éducation spéciale dans les aspects mondiaux. En conséquence, l'éducation à la citoyenneté compatibles avec les normes mondiales exige un aperçu des objectifs du curriculum comme l'un des éléments les plus importants du système d'éducation. 
Education 21st Century Children: Emotional Well-being in the Digital Age (Educational Research and Innovation) Año de publicación: 2019 Autor corporativo: Organisation for Economic Co-operation and Development (OECD) This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection. 
코로나19와 미래핵심역량: 디지털 리터러시, 자기주도적 학습 능력, 협업 능력을 중심으로 Año de publicación: 2020 Autor: 김자영 | 옥현진 | 신태섭 | 박미희 | 이정연 | 최보미 Autor corporativo: 경기도교육연구원 코로나19로 인한 원격수업 과정에서 미래핵심역량인 디지털 리터러시, 자기주도적 학습 능력, 협업 능력 신장에 대한 중요성이 부각되고 있으며 이에 대한 실태를 분석하고 교육의 방향을 설정하는 것이 중요할 것이다. 본 연구는 경기도 지역의 초중고 일반 학교 및 혁신학교, 연구 및 시범학교(디지털교과서 시범학교, 민주시민교육실천학교 등)를 대상으로 미래핵심역량인 디지털 리터러시, 자기주도적 학습 능력, 협업능력에 대한 실태를 조사하고 이러한 미래핵심역량에 영향을 미칠 수 있는 학생 및 학교 맥락변인을 분석하였으며, 분석 결과를 토대로 미래교육이 나아가야 할 방향을 제시하고자 한다.