Teachers’ Perceptions of How Global Citizenship Education Promotes Problem-Solving Skills and Conflict Resolution in Nigeria
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Date
2022-11-22
Journal Title
Journal ISSN
Volume Title
Publisher
Tishk International University
Abstract
This paper explores the perceptions of teachers on how GCE promotes problem-solving skills and conflict resolution in Nigeria. The paper adopted a qualitative research approach of phenomenological design. The purposive sampling technique was used to select 18 participants across the 6 geo-political zones of Nigeria. A semi-structured video conferencing interview was used as a dialogic forum about how GCE promotes problem-solving skills and conflict resolution. The findings revealed that the best approach to use in balancing perceptions on any issues about peace, conflict and social justice is the development of positive values and attitudes by engaging students with transformational pedagogies. National curriculum content needs to be relative to the needs of the learning environment in Nigeria. A national Continuous Professional Teacher Development Programme (CPTD) is required to create a community of Teachers with global skills. This will enable the development of peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels. The paper concludes that the knowledge of GCE can go a long way in promoting the non-cognitive domain to make students more skilled to live and work in a globalised world.
Description
Keywords
Conflict Resolution, Global Learning, Pedagogy, Values, Problem-solving Skills, Social Justice, Sustainable Development
Citation
Adu , E. O., & Olowu, R. T. (2024). Teachers’ Perceptions of How Global Citizenship Education Promotes Problem-Solving Skills and Conflict Resolution in Nigeria. International Journal of Social Sciences & Educational Studies, 9(4), 54-67. https://doi.org/10.23918/ijsses.v9i4p54