Thematische Bibliographien / Citizenship Education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Citizenship Education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 11. März 2023

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Zeitschriftenartikel zum Thema "Citizenship Education"

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Kim, Jaegeun. „Exploring Financial Education as Citizenship Education“. SNU Journal of Education Research 31, Nr. 2 (30.06.2022): 21–39. http://dx.doi.org/10.54346/sjer.2022.31.2.21.

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This study re-examines the current financial education initiatives from the perspective of social studies and citizenship education to provide suggestions for the new financial education subject which is to be introduced in the 2022 Revised National Curriculum. A critical review of the current financial education discovers that it is based on assumptions of ‘personally responsible citizen’, and ‘subject-oriented rational citizen’. It is also discussed that the current financial education is solely immersed in ‘personal money management.’ To be introduced as a legitimate social studies subject, this study suggests that current financial education needs to pay more attention to the citizenship of ‘participatory and justice-oriented citizen’ as well as ‘others-oriented virtuous citizen’. It is also suggested that to extricate the curriculum out of ‘personal money management’ to an expanded understanding of financial fields is required. Certainly, we need to prepare our students to be financially literate to go through the uncertainty of financial lives. But we also need to encourage them to be more just, participatory, and hospitable to others with an expanded understanding of the financial world.
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Frazer, Elizabeth. „Citizenship education“. Oxford Review of Education 35, Nr. 6 (Dezember 2009): 775–85. http://dx.doi.org/10.1080/03054980903416610.

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Ryang, Sam-Seok. „Korean Citizenship Education through Citizenship Education in Singapore“. Journal of Koreanology 73 (30.11.2019): 283–310. http://dx.doi.org/10.15299/jk.2019.11.73.283.

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송용구. „What French Citizenship Education Suggests to Korean Citizenship Education“. Theory and Research in Citizenship Education 42, Nr. 2 (Juni 2010): 83–118. http://dx.doi.org/10.35557/trce.42.2.201006.004.

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Davies, Ian, Mark Evans und Alan Reid. „GLOBALISING CITIZENSHIP EDUCATION? A CRITIQUE OF ‘GLOBAL EDUCATION’ AND ‘CITIZENSHIP EDUCATION’“. British Journal of Educational Studies 53, Nr. 1 (März 2005): 66–89. http://dx.doi.org/10.1111/j.1467-8527.2005.00284.x.

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Crick, B. „Education for Citizenship: The Citizenship Order“. Parliamentary Affairs 55, Nr. 3 (01.07.2002): 488–504. http://dx.doi.org/10.1093/parlij/55.3.488.

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Han, Christine. „National Education and ‘Active Citizenship’: Implications for Citizenship and Citizenship Education in Singapore“. Asia Pacific Journal of Education 20, Nr. 1 (Januar 2000): 63–72. http://dx.doi.org/10.1080/0218879000200106.

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Xing, Jun. „Global Citizenship Education in Hong Kong“. International Journal of Information and Education Technology 5, Nr. 2 (2015): 136–39. http://dx.doi.org/10.7763/ijiet.2015.v5.490.

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Danju, Ipek, und Huseyin Uzunboylu. „A content analysis of citizenship education“. New Trends and Issues Proceedings on Humanities and Social Sciences 2, Nr. 2 (12.01.2016): 170–76. http://dx.doi.org/10.18844/gjhss.v2i2.440.

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Law, Wing-Wah, und Ho Ming Ng. „Globalization and Multileveled Citizenship Education: A Tale of Two Chinese Cities, Hong Kong and Shanghai“. Teachers College Record: The Voice of Scholarship in Education 111, Nr. 4 (April 2009): 851–92. http://dx.doi.org/10.1177/016146810911100406.

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Background/Context For centuries, the notions of citizenship and citizenship education have been associated with the nation-state and civic elements. However, since the late 20th century, these traditional notions have been challenged by globalization. In the discourse of globalization, citizenship, and citizenship education, some scholars suggest a simplistic replacement or shift from national citizenship to global citizenship, regional citizenship, or local and group identities. Against these simplistic, single-leveled approaches is the argument for both the continuing importance of nation-specific characteristics of citizenship and the strong need to diversify the nation-state-oriented and civic-specific framework to form multileveled and multidimensional ones. They accommodate individuals’ engagement in the various domains of human activities and their memberships at various levels, ranging from individual to community, local, national, and international or global ones. Some scholars have advocated a multidimensional model of citizenship education by regrouping human relationships and activities into four major dimensions—personal, social, spatial, and temporal—which can intersect with various levels in the multilevel polity. However, these general, static frameworks are not backed by strong empirical evidence and do not explain the complexity of interplay among different actors at the same level and/or between levels. Purpose The purpose of the article is twofold. First, it aims to provide empirical evidence for the general framework of multileveled and multidimensional citizenship education by assessing students’ views of citizenship in a multileveled polity with reference to Hong Kong and Shanghai in China. Second, with the help of the comparative study, the article is intended to supplement the general framework by proposing a theoretical framework that explains the complex interplay of different actors in their choices of citizenship elements from a multileveled polity. Setting The study took place in three public junior secondary schools in Shanghai and three aided secondary schools in Hong Kong and assessed their students’ views of the global, national, local, and personal-social domains of multiple identities in a multileveled polity. Research Design The study adopted a mixed methodology of observations, questionnaires, and interview surveys to collect data. Data Collection and Analysis Data are drawn from questionnaires completed by 1,402 students attending Grades 7–9, and 38 interviews with principals, teachers, and students from both societies between 2002 and 2003. Conclusions/Recommendations The study shows that although students of Hong Kong and Shanghai were aware of having multiple citizenships, some of their views of the relative importance of, and the interrelationships among, four dimensions of citizenship differed. The patterns of their perceptions of multiple citizenships reflect similarities and differences in the organization of citizenship education between schools in Hong Kong and Shanghai, the nation-state's influences on local citizenship curricula, and local governments’ development considerations in remaking collective identity. With the help of the comparative study, the article supplements the general framework by proposing a theoretical framework for interpreting citizenship and citizenship education as dynamic, context-bounded, and multi-leveled social constructions reinvented through the intertwined interactions of different actors in response to social changes, including globalization.
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Dissertationen zum Thema "Citizenship Education"

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Endo, Chikako. „Autonomy and Citizenship : Implications for Citizenship Education“. Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504024.

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Pigkou-Repousi, Myrto. „Ensemble theatre and citizenship education : how ensemble theatre contributes to citizenship education“. Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/56233/.

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This study examines the ways in which ensemble theatre making can contribute to citizenship education. A range of political theories construct the framework for democratic politics and active citizenship which, in turn, become the pedagogical basis for the ensemble model of theatre learning. Outstanding political theories, such as Castoriadis’ theory of the imaginary institution of society and Habermas’ model for communicative action, structure a theoretical basis which constitutes an ideal definition for democratic politics and active citizenship. This framework becomes the pedagogic ground of ensemble theatre that constitutes a collective process of theatre making and, therefore, aims to function as a democratic learning experience in the art of theatre. In this context, a research praxis that combines methodological elements from action research and case study is conducted in two high-schools of Athens and examines students’ perceptions of politics, while at the same time explores their responses to an artistic, learning experience that interacts with their own initiatives, group decisions, and socio-artistic actions. Following this methodological route that integrates both an interventionist and an interpretive interest, the fieldwork is developed as a dialogic action between the ideal conception of ensemble theatre making and the real conditions that are encountered in the educational contexts. In this context, the analysis and the interpretation of the data provides information about the ways in young people perceive arts and politics, the ways in which they experience and develop collectiveness and active participation as well as the ways in which these perceptions determine their citizenship skills. Finally, the impact of ensemble theatre process is examined in relation to the above mentioned perceptions and conditions of political socialisation.
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Burton, Shannon Lee. „Unwrapping citizenship : getting inside the nature of citizenship education“. Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43519.

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Kiwan, Dina Jane. „An inclusive citizenship : conceptions of citizenship in the citizenship education policymaking process in England“. Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020506/.

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Briks, Hilda. „Global citizenship and higher education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27608.pdf.

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Winkelman, Joel M. Lienesch Michael. „Citizenship education and American nationalism“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,904.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Political Science." Discipline: Political Science; Department/School: Political Science.
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Rennick, Stephanie (Stephanie Lisa) Carleton University Dissertation Political Science. „Political education and democratic citizenship“. Ottawa, 1993.

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Ververi, Olga. „Citizenship education teachers' critical thinking in 'education for democratic citizenship' : the sociology of critical thinking“. Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559734.

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In this thesis I examine two citizenship education teachers' critical thinking in relation to the texts of "Education for Democratic Citizenship" (EDC) programme. I examine - how their critical thinking defines their teaching practice. Based on the relevant literature pertaining to the concept of critical thinking, I argue that critical thinking is an intersubjective and meaning making process which aims at the restoration of truth. I inform this view with the Critical Realist philosophy and its dialectics of truth according to which truth has a world reporting meaning and that knowledge comprises a 'truth-talk'. Hence, I view the EDC programme textbooks as a 'truth-talk' . about the social and political reality, having at its core the concept of citizenship. I regard the EDC programme textbooks as an 'interlocutor' within the educational process who holds a superior epistemological position in comparison to the teacher and exerts power on her. Based on case studies, I examine how two citizenship education teachers in Greece, interpret the EDC texts, process the meaning and proceed to critical thinking constructing their subjective versions of truth about the political and social reality. I record the way they structure and manage a discussion in the classroom and I conclude that their teaching practice is defined by their subjective versions of truth which are nevertheless objectively false. I emphasise the power relations in the classroom where teachers hold a superior position to the students and I conclude that teachers comprise the [mal 'truth-tellers'. I thus stress teachers' ethical obligation regarding what kind of 'truth' they import in the classroom. This involves both the EDC programme knowledge of citizenship - which I evaluate as a pseudo 'truth talk' - and their own 'truth-talk' consisting of knowledge, discourses, ideological, philosophical and theoretical trends which do not enable them to effectively restore the truth. Consequently, I argue that teachers should be in constant evaluation of their critical thinking processes and I suggest the concept of the 'Sociology of Critical Thinking'.
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Molina, Girón Luz Alison. „Educating Good Citizens: A Case Study of Citizenship Education in Four Multicultural High School Classrooms in Ontario“. Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20713.

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Providing citizenship education that reflects Canada’s diverse cultural make-up and that promotes common civic virtues is a challenging task. This research examines how citizenship education is practiced in Ontario, and how teachers’ instruction responds to the diversity found in their classrooms and Canadian society. This qualitative, multiple case study took place in four multicultural Grade 10 Civics classes in Ottawa. The research methodology included non-participant observations of classroom instruction, interviews with each civics teacher and 30 students, and citizenship education-related document analysis. The theories of conceptions of good citizenship (Westheimer & Kahne, 2004) and approaches to multicultural content integration (Banks, 2003) are the primary analytical lenses. Data analysis followed two phases: within-case and cross-case analyses (Stakes, 2006). Despite shared provincial guidelines, very different types of citizenship instruction occur, shaped by teachers’ personal conceptions of good citizenship. While all teachers stressed the importance of civic knowledge acquisition and aimed to educate active citizens, some emphasized the education of personally-responsible citizens, while others adopted either a participatory or justice-oriented approach to citizenship education. These distinct orientations lead to different approaches to teaching about active citizenship, ranging from an emphasis on conventional citizenship behaviours, to altruistically motivated make-a-difference citizenship participation, to a more thoughtful, politically-oriented citizenship participation that aims to produce societal change. Teachers’ differing conceptions of good citizenship also affect how their instruction responds to cultural diversity. While some teachers tended to avoid discussing issues of cultural and other forms of difference, others made them integral to their instruction. As such, a predominately personally-responsible approach to instruction tends to be blind to cultural difference. The participatory conception of citizenship education pays some attention to cultural difference, but aims to help marginalized people rather than address historical or structural inequality. A justice-oriented approach, in contrast, is the only approach that recognizes the importance of addressing the conflicts and tensions that exist in multicultural societies as an integral aspect of educating for democratic citizenship. This study advances new knowledge of the practice of citizenship education and offers valuable insights to developing education policy and strategies that strengthen educating engaged citizens for pluralistic, democratic societies.
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Mammadova, Gunay. „Constructing the National Identity Discourse in Citizenship Education Policy: The Case of Citizenship Education in England“. Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21266.

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The thesis examines the governmental construction of national identity through its citizenship education policy in England, the country with heightened tensions in diversity and identity re-construction aligning with its mandatory citizenship classes since 2002. Theoretically framing the study on the Foucauldian post-structuralism, the thesis utilises Foucauldian-influenced ‘What is the problem represented to be?’ (WPR) method by Bacchi that presents the government as a problem-producer. Conducting qualitative research methods, the study analyses the current National Curriculum in England with the explanatory and foundational state documents of Crick and Ajegbo Reports. The thesis identifies that the government primarily aims to re-construct the inclusive and integrative national identity based on the acknowledgement of multiple identities and a plurality of nations in the citizenship education curriculum in England. The study, however, also reveals that the English citizenship education policy implicitly presents a few assimilationist elements in the national identity discourse through exclusion andunrepresentativeness of the ethnic and racial identities, hierarchical establishment between native English and minorities, and the division of ‘whites’ and ‘non-whites’. Comparatively examining the documents, the thesis, therefore, concludes that the government has a powerful position in socially and politically re- constructing the discourses, concepts, and meanings over time.
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Bücher zum Thema "Citizenship Education"

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Arthur, James, und Ian Davies. Citizenship Education. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2008. http://dx.doi.org/10.4135/9781446261019.

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Seminar, European Teachers'. Citizenship education. Strasbourg: Council of Europe, 1996.

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Hébert, Yvonne M. Citizenship education. [Toronto, Ont.]: Canadian Education Association, 2001.

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Gaudelli, William. Global Citizenship Education. New York : Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315683492.

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Akkari, Abdeljalil, und Kathrine Maleq, Hrsg. Global Citizenship Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44617-8.

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Heggart, Keith. Activist Citizenship Education. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4694-9.

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Denis, Lawton, Cairns Jo und Gardner Roy, Hrsg. Education for citizenship. London: Continuum, 2000.

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Flew, Antony. Education for citizenship. London: Institute of Economic Affairs, 2000.

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Kymlicka, Will. Education for citizenship. Vienna: Institut für Höhere Studien/Institute for Advanced Studies, 1997.

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History & citizenship education. Beaconsfield: B. Maddock, 2004.

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Buchteile zum Thema "Citizenship Education"

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Aly, Soha. „Citizenship Education“. In Comparative and International Education, 59–79. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-206-0_4.

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Chang, Kyung-Sup. „Education as Citizenship, or Citizenship by Education“. In Transformative Citizenship in South Korea, 139–61. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87690-6_6.

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Blaauwendraad, Gertie. „Virtuosic Citizenship“. In Complexity in Education, 75–96. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-764-1_5.

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Rajendran, Diana, Janet Bryant, Patricia Buckley und Ryan Jopp. „Global Citizenship“. In Internationalizing Higher Education, 101–15. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-980-7_7.

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Enslin, Penny, und Mary Tjiattas. „Citizenship“. In International Handbook of Philosophy of Education, 771–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_56.

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Fontana, Giuditta. „Formulating Citizenship Education“. In Education Policy and Power-Sharing in Post-Conflict Societies, 159–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31426-6_5.

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Castro, Antonio J., und Ryan T. Knowles. „Democratic Citizenship Education“. In The Wiley Handbook of Social Studies Research, 287–318. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768747.ch13.

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Wiksten, Susan. „Global Citizenship Education“. In Exploring the Complexities in Global Citizenship Education, 140–62. New York, NY : Routledge, 2020. | Series: Critical global citizenship education: Routledge, 2019. http://dx.doi.org/10.4324/9781315180397-7.

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Vallory, Eduard. „“Glocal” Citizenship Education“. In World Scouting, 105–61. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137012067_4.

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Hanna, Helen. „Global citizenship education“. In Soft Skills and Hard Values, 71–92. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003219415-7.

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Konferenzberichte zum Thema "Citizenship Education"

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Machfiroh, Runik, Sapriya Sapriya und Kokom Komalasari. „Digital Citizenship - A Review of Citizenship Education“. In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007107408730877.

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Fernández-Prados, Juan S., Antonia Lozano-Díaz und Cristina Cuenca-Piqueras. „Digital Citizenship and Education“. In ICIET 2020: 2020 8th International Conference on Information and Education Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3395245.3396430.

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Sadio Ramos, Fernando José. „Human Rights and Citizenship Education“. In The 4th Electronic International Interdisciplinary Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/eiic.2015.4.1.444.

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Chiusaroli, Diletta. „CITIZENSHIP EDUCATION TO PROMOTE INCLUSION“. In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1125.

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Ovcharuk, O. „Digital citizenship education: general approaches“. In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-433-435.

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Mesquita, Elza, Maria Raquel Patrício, Ilda Freire-Ribeiro und Ana Pereira. „DIGITAL CITIZENSHIP EDUCATION IN EUROPE“. In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2016.

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Tania Pratiwi, Rani, und Iyan Setiawan. „Organizational Citizenship Behavior“. In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006889505590565.

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Wiksten, Susan. „Global Citizenship Education for Global Learning“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432737.

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Li, De-jun. „An analysis of American Citizenship Education“. In Proceedings of the 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/seiem-18.2019.114.

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Wilde, Danielle, und Mary Karyda. „Fostering Education of Environmental Citizenship through Food Living Labs“. In International Conference of International Researchers of the Education for Environmental Citizenship. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/environsciproc2022014022.

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Berichte der Organisationen zum Thema "Citizenship Education"

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Lochner, Lance. Non-Production Benefits of Education: Crime, Health, and Good Citizenship. Cambridge, MA: National Bureau of Economic Research, Januar 2011. http://dx.doi.org/10.3386/w16722.

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Milligan, Kevin, Enrico Moretti und Philip Oreopoulos. Does Education Improve Citizenship? Evidence from the U.S. and the U.K. Cambridge, MA: National Bureau of Economic Research, März 2003. http://dx.doi.org/10.3386/w9584.

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McGinnity, Frances, Emma Quinn, Philip J. O'Connell, Emer Smyth, Helen Russell, Bertrand Maître, Merike Darmody und Samantha Arnold. Monitoring report on integration 2016. Herausgegeben von Alan Barrett, Frances McGinnitty und Emma Quinn. ESRI, März 2017. http://dx.doi.org/10.26504/bkmnext330.

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This report examines migrant integration in Ireland in the areas of employment, education, social inclusion and active citizenship, and includes a special theme on migrant skills and competencies.The report presents a range of findings, including that a significant proportion of immigrants in Ireland are now Irish citizens, income poverty is higher among non-Irish groups than Irish, and employment rates are lower among African nationals than any other nationality grouping. The report uses indicators to measure different aspects of immigrant inclusion in Irish society, using the most recently available data.
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Шестопалова (Бондар), Катерина Миколаївна, Ірина Бондаревська und Беата Кшивош-Ринкевич. Young People’s Citizenship Activity in Times of War Threat: Case of Ukraine. Malmo University, Sweden, 2017. http://dx.doi.org/10.31812/123456789/5942.

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The study explores passive, semi-active and active citizenship among young Ukrainians empirically revealed by Citizenship Behavior Questionnaire among 371 pupils aged 11, 14, 17 – 18 years old. The empirical study is introduced by socio-political and educational description of current situation in Ukraine as well as some historical background.
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Fullan, Michael, und Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, Dezember 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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6

Savchenko, Sergii V., Svitlana O. Shekhavtsova und Vladimir I. Zaselskiy. The development of students' critical thinking in the context of information security. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4420.

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The problem of students’ critical thinking development in the context of information security becomes important in international and national educational policies as a means of fostering active citizenship and in turn sustainable development. The purpose of the given research is to introduce theoretical substantiation and experimental approbation of students’ critical thinking development in the context of information security. The skills of critical thinking help students to cope with the bulk of information they daily receive. However, there is still no conventional methodology for critical thinking development in university students. In our study we suggest possible ways to develop critical thinking in university students via introducing some special courses into the curriculum, and consider the results of the experimental study conducted on the basis of two Ukrainian leading universities. In order to improve the students’ skills of critical thinking the author suggested implementing the special course “The specifics of students’ critical thinking in the context of information security”, and an optional distance course on optimization of students’ critical thinking on the background of information and communication technologies. After the implementation of the suggested courses the indicators of students’ critical thinking development showed positive changes and proved the efficiency of the special courses as well as the general hypothesis of the study.
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