Amin Rezaee; Zohreh Saadatmand; Jahanbakhsh Rahmani
Abstract
Purpose: One of the main concerns of the current society, which is the foundation for the formation of a healthy and developed society, is the issue of citizenship and education of global citizens. The aim of this study was to develop and identify the components of the content of the curriculum of the ...
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Purpose: One of the main concerns of the current society, which is the foundation for the formation of a healthy and developed society, is the issue of citizenship and education of global citizens. The aim of this study was to develop and identify the components of the content of the curriculum of the elementary course of global citizenship.
Methodology: This research was applied in terms of purpose and qualitative in terms of implementation method. The statistical population of the present study was 833 articles of all domestic and foreign articles and documents related to the discussion of global citizenship in the period 2010 to 2021. For this purpose, 65 internal and external documents and articles were purposefully reviewed. Library method was used to collect information, and checklist and receipt tools were used. The validity of the study was reviewed and confirmed by experts and the reliability was calculated to be 0.632. This research was conducted by content analysis method in MAXQDA 2018 software.
Findings: Findings showed that regarding the components of curriculum content with a global citizen approach, 31 basic themes, 7 organizing themes and 3 comprehensive themes were identified. Inclusive and organizing themes included knowledge components (global literacy and global concepts), value and attitude components (global perspective, global responsibility and flexibility), and skill components (social skills and cognitive skills).
Conclusion: Considering the comprehensive and organizing themes, it is necessary to pay attention to the global citizen, and education should revise the content of primary school textbooks in order to raise children in order to achieve citizenship content
Shahram Shahbazi; Jahanbakhsh Rahmani; Mostafa Ghaderi; Reza Esmaili
Abstract
Purpose: The purpose of this research was to design and validate the curriculum of intercultural competencies of student teachers at Farhangian University. The research method was a qualitative research type, and the foundation data analysis was used to conduct it.Methodolgy: The statistical population ...
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Purpose: The purpose of this research was to design and validate the curriculum of intercultural competencies of student teachers at Farhangian University. The research method was a qualitative research type, and the foundation data analysis was used to conduct it.Methodolgy: The statistical population included experts and experts in the field of intercultural competences, who were selected as participants in the research using the purposeful sampling method. The required data was obtained using semi-structured interviews. In order to obtain the reliability and validity of the data, two methods of reviewing the participants and also reviewing the experts who were not participating in the research were used. The reliability of the model was evaluated using the Kappa index. The value of Kappa index equal to 0.629 was calculated and it was placed at the level of valid agreement. Interviews and coding were analyzed using Maxqda software.Findings: The results showed that 167 primary codes in the form of 19 categories of intercultural psychological effect in education and training, creating a positive attitude towards other cultures, paying attention to intercultural education and training, paying attention to subcultures in intercultural , recognition of differences between cultures, teachers' knowledge of intercultural issues, skills in creating communication, mental skills in creating communication, behavioral skills in creating communication, the role of communication and interaction in intercultural, the role of upstream documents in intercultural, the role of Culture in class tensions, the role of governance regarding interculturality, the role of religion in interculturality, the role of the school as a cultural link, the role of the teacher in interculturality, the role of the education system in interculturality, society's view of interculturality, coordination in skills Mental and behavioral are categorized.Conclusion: For this reason, a suitable mechanism is needed in order to bring cultures closer and create understanding and interaction between them in the direction of coexistence. Cultural education is one of the right ways to face today's changing world.
