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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... ver más

31/07/2028

TECHNION ISRAEL I...

2M€

Presupuesto del proyecto: 2M€

Líder del proyecto

TECHNION ISRAEL INSTITUTE OF TECHNOLOGY No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Financiación concedida El organismo HORIZON EUROPE notifico la concesión del proyecto el día 2023-07-19

ERC-2022-COG: ERC CONSOLIDATOR GRANTS Scope:Objectives

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Cerrada hace 2 años

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Información adicional privada

No hay información privada compartida para este proyecto. Habla con el coordinador.

1 Participantes

TECHNION ISRAEL INSTITUTE O...

1.89M€ | Lider

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Duración del proyecto: 60 meses Fecha Inicio: 2023-07-19
Fecha Fin: 2028-07-31

Líder del proyecto

TECHNION ISRAEL INSTITUTE OF TECHNOLOGY No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Presupuesto del proyecto 2M€

Descripción del proyecto 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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