A DESCRIPTIVE STUDY ON PROSPECTIVE TEACHERS' AWARENESS OF GLOBAL CITIZENSHIP EDUCATION

Abstract

This study aimed to assess how much prospective public sector university and college teachers understood about global citizenship education during their graduating semester before becoming teachers. The study employed a quantitative approach and a descriptive research strategy in this study. The population comprised 2004 prospective teachers of public sector colleges and universities in Rawalpindi and Islamabad in Pakistan.  The sample of the research study was 203 prospective teachers in their final semester. Researchers examined global citizenship education using an adapted instrument based on global citizenship education, rights, social justice, global links conflicts, and culture. The data analysis was done using descriptive statistics. The main conclusions of this study were that prospective teachers were neutral about social justice, rights, and global citizenship. Regarding global links and global conflicts, they slightly agreed. It is suggested that integrating activity-based learning and interactive instructional methods may significantly improve prospective teachers' understanding of education for global citizenship.