IMPLEMENTATION OF SINGLE NATIONAL CURRICULUM 2020 FOR GLOBAL CITIZENSHIP EDUCATION AT ELEMENTARY LEVEL IN PUNJAB

Abstract

The current study was designed to determine teachers’ global citizenship education practices of English and History for 6th, 7th, and 8th grades at the elementary level in Punjab.  The study was descriptive and survey design was used to explore teachers’ global citizenship education practices. Sample of the current study 300 children were selected through a simple random sampling technique from Lahore Punjab.  The self-constructed Questionnaire for Students on Teachers’ Global Citizenship Education Practices (QSTGCEP) was employed to collect data from 6th, 7th, and 8th grade students to reveal teachers' global citizenship education practices in the classrooms. The reliability was confirmed by calculating Cronbach’s Alpha scores; .769. The collected data were analyzed employing mean, standard deviation, and independent samples t-test. The results of the study showed that teachers were more focused on explanatory practices and critical thinking practices were less in practice. Findings further revealed significant differences between teachers' global citizenship education practices in terms of teachers' gender and the school’s locality. Male teachers were practicing more global citizenship education as compared to female teachers and teachers working in urban schools were practicing more global citizenship education practices as compared to teachers teaching in rural schools. Findings further revealed significant differences between teachers’ global citizenship education practices teaching in 6th, and 7th grades. It is recommended that global citizenship education be included in the SNC of English and History, and the content of textbooks elaborated as there is more space for description of these values in different lessons of textbooks. Teachers may provide a democratic environment for learners to practice global citizenship values through social responsibility practices, global competence practices, global civic engagement practices, and critical thinking practices. Teachers' training institutions develop a module on global citizenship education that may be included in teachers' training for teachers.