STUDACT
Financiado
Students’ understanding and appropriation of Global Citizenship education
Global Citizenship Education (GCE) is a key target to be achieved by 2030 as part of the UN’s Sustainable Development Goals. It is claimed to have the potential to transform education systems, empowering learners to build more pea...
Global Citizenship Education (GCE) is a key target to be achieved by 2030 as part of the UN’s Sustainable Development Goals. It is claimed to have the potential to transform education systems, empowering learners to build more peaceful, tolerant, inclusive, and secure societies, while fostering mutual understanding, especially in interactions between indigenous and migrant populations. Many education systems now expect students to appropriate GCE in their day-to-day.
Extant research has addressed challenges in developing GCE, examining capacity building (teachers’ readiness to teach GCE) or mapping inconsistencies in theoretical approaches. However, with no systematic baseline research to show how GCE is understood and appropriated by students, there is little hope of real progress by 2030.
STUDACT starts afresh, hypothesising that students are not mere passive recipients of learning – they differ in their desire to engage with GCE, based on personal traits or context. It will explore and contextualise how students receive, understand and appropriate GCE, treating them as core partners and agentic participants. Data will be collected in Russia, the US, Italy, Australia, Germany, and the UK – all countries with a high migrant influx. Four work packages give students a voice to develop meaningful GCE, using group discussions, photovoice activism, and social media analysis. Policies and curricula on GCE at various levels of governance will be analysed.
STUDACT will answer four questions to ensure a strong foundation for GCE to deliver on its promise of educating the next generation: (1) how do students of different backgrounds understand GCE? (2) how do students appropriate GCE? (3) how do understandings differ within and between countries, curricula, contexts, student characteristics, and education systems? (4) how are student attitudes aligned with those inferred by international organisations, teacher training programmes, curricula developers, or teachers?
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Duración del proyecto: 60 meses
Fecha Inicio: 2023-07-19
Fecha Fin: 2028-07-31
Fecha Fin: 2028-07-31
Línea de financiación: concedida
El organismo HORIZON EUROPE notifico la concesión del proyecto el día 2023-07-19
Línea de financiación objetivo
El proyecto se financió a través de la siguiente ayuda:
ERC-2022-COG:
ERC CONSOLIDATOR GRANTS
Cerrada
hace 2 años
Presupuesto
El presupuesto total del proyecto asciende a
2M€
Líder del proyecto
TECHNION ISRAEL INSTITUTE OF TECHNOLOGY
No se ha especificado una descripción o un objeto social para esta compañía.
Perfil tecnológico
TRL
4-5
Perfil tecnológico
TRL
4-5