Giáo dục công dân toàn cầu trong bối cảnh mới: một nghiên cứu tại Trường Quốc tế Á Châu, Thành phố Hồ Chí Minh
Tóm tắt
The role of Global Citizenship Education (GCE) has become increasingly more critical in developing learners’ competency of addressing complex global challenges. This article explored the potential of international schools in Vietnam -specifically a new context for GCE implementation in Ho Chi Minh. Grounded in UNESCO’s cognitive, socio-emotional, and behavioral dimensions, the study synthesized literature, policy analysis, and case studies to examine how the international school could integrate global competencies across disciplines. The article highlighted key pedagogical strategies that support inquiry-driven, student-centered learning essential to GCE. Despite favorable conditions, the international school faced challenges with GCE due to inconsistent pedagogical practices and limited teacher training. The article offered policy recommendations focused on sustainable development, curriculum reform, and institutional alignment. It concluded by emphasizing the need for longitudinal research to explore GCE outcomes in Vietnam’s international school context, advocating for a transformative and contextsensitive approach to educating future global citizens.
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