Identifying the Key Components of a Curriculum Based on Global Ethics Education
Keywords:
Global ethics education, curriculum, citizenship education, thematic analysis, values educationAbstract
This study aims to identify the key components of a curriculum based on global ethics education, using expert perspectives from the field of education. The research adopted a qualitative approach through thematic analysis. Data were collected via semi-structured interviews with 24 experts in curriculum studies, educational philosophy, and ethics in Tehran. Purposive sampling was applied, and interviews continued until theoretical saturation was achieved. All interviews were transcribed and analyzed using NVivo software. The analysis revealed three main categories: “Theoretical Foundations of Curriculum,” “Curricular Content Components,” and “Instructional and Pedagogical Approaches.” These categories included subthemes such as ethical globalism, humanistic educational philosophy, global values, ethical learning situations, the role of the ethical teacher, and moral assessment. The interaction of these elements provides a conceptual framework for designing global ethics education. The findings indicate that designing a global ethics-based curriculum requires a holistic, interdisciplinary, and context-sensitive perspective. Localizing these components within Iran’s educational system necessitates rethinking goals, content, teaching methods, and assessment structures. These components offer a foundation for developing effective curricula that foster globally-minded and ethically responsible citizens.
Downloads
References
Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129-139.
Crick, R. D. (2008). Key competencies for education in a European context: Narratives of accountability or care. European Educational Research Journal, 7(3), 311-318.
Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational Review, 58(1), 5–25.
Delors, J. (1996). Learning: The Treasure Within (Report to UNESCO of the International Commission on Education for the Twenty-first Century). UNESCO.
Noddings, N. (2013). Education and Democracy in the 21st Century. Teachers College Press.
OECD. (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. OECD Publishing.
Pike, G. (2000). Global education and national identity: In pursuit of meaning. Theory Into Practice, 39(2), 64–73.
Reimers, F. M. (2020). Empowering Students to Improve the World in Sixty Lessons: Version 1.0. CreateSpace Independent Publishing Platform.
Reimers, F. M., & Chung, C. K. (2016). Teaching and Learning for the Twenty-First Century: Educational Goals, Policies, and Curricula from Six Nations. Harvard Education Press.
Tawil, S. (2013). Education for ‘global citizenship’: A framework for discussion. UNESCO Education Research and Foresight Working Papers, 7.
UNESCO. (2014). Global Citizenship Education: Preparing Learners for the Challenges of the Twenty-first Century. Paris: UNESCO.
UNESCO. (2015). Rethinking Education: Towards a Global Common Good? Paris: UNESCO.
Zembylas, M. (2011). Investigating the emotional geographies of exclusion at a multicultural school. Emotion, Space and Society, 4(3), 151–159.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
