Articles de revues : « Knowledge citizenship »

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Ardi, Ridwan, Made Putrawan I., and Mudji Sutrisno F.X. "PPKn Instructional Materials Development based on Citizenship Behaviorin Improving Students’ Knowledge about Citizenship Concepts (PKn)." Journal of Advanced Research in Dynamical and Control Systems 11, no. 09-SPECIAL ISSUE (2019): 39–47. http://dx.doi.org/10.5373/jardcs/v11/20192533.

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Clemitshaw, Gary. "Citizenship without history? Knowledge, skills and values in citizenship education." Ethics and Education 3, no. 2 (2008): 135–47. http://dx.doi.org/10.1080/17449640802439337.

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Lee, Taehwa. "Which citizenship do you mean? The case of the Seokkwan Doosan apartment complex in Seoul." Energy & Environment 30, no. 1 (2018): 81–90. http://dx.doi.org/10.1177/0958305x18787269.

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Although applying a specific perspective (e.g. energy citizenship) provides valuable information about citizens’ actions in relation to energy issues, confining their actions into just one category risks limiting our knowledge. This paper explores this hypothesis through a case study of residents’ energy-related activities at the Seokkwan Doosan apartment complex in Seoul. This research compares four citizenship types with Andrew Dobson’s categories and applies them all to the case study. This research yields the following findings. The Seokkwan case appears to have a mixture of all the citizenship characteristics discussed in this paper. The case study shows that only the concept of sustainability citizenship is suitable for explaining both rights and responsibilities. Although the case study only focuses on the private sphere, residents’ activities clearly had public implications, which are characteristics of all the types of citizenship. Regarding territoriality and nonterritoriality, aspects of ecological, sustainability, and energy citizenships appear only weakly. The case study reveals virtues of all citizenships. This case study reveals that the hypothesis is correct: we should be cautious about applying only a particular type of citizenship to a diverse case study.

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Reysen, Stephen, Iva Katzarska-Miller, and Shonda A. Gibson. "World Knowledge and Global Citizenship: Factual and Perceived World Knowledge as Predictors of Global Citizenship Identification." International Journal of Development Education and Global Learning 5, no. 1 (2013): 49–68. http://dx.doi.org/10.18546/ijdegl.05.1.04.

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We examine the influence of factual and perceived world knowledge on global citizenship identification. Perceived world knowledge directly predicted global citizenship identification, while factual world knowledge did not (Study 1). Students' factual (Study 1) and perceived (Study 2) world knowledge predicted students' normative environment (degree that valued others prescribe being a global citizen) and global awareness (perceived knowledge of the world and one's connection to the world), which then predicted global citizenship identification, and identification with global citizens predicted endorsement of pro-social values and behaviours (e.g., intergroup empathy, valuing diversity). Overall, the results highlight the indirect influence of factual and direct influence of perceived world knowledge on students' felt connection with global citizens.

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Azhari, Muhamad Ichsan, and Bambang Suko Priyono. "Knowledge Sharing Dan Kompetensi Terhadap Kinerja Pegawai Melalui Organizational Citizenship Behavior (OCB)." Jurnal E-Bis (Ekonomi-Bisnis) 6, no. 1 (2022): 243–55. http://dx.doi.org/10.37339/e-bis.v6i1.863.

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Riset ini bertujuan guna menganalisa pengaruh knowledge sharing serta kompetensi terhadap Organizational Citizenship Behavior (OCB) dan juga dampaknya terhadap kinerja pegawai pada Bank CIMB Niaga Jawa Tengah. Berlandaskan tujuan riset yang hendak dicapai, jenis riset yang digunakan oleh peneliti yaitu explanatory research. Berlandaskan hasil analisis, diperoleh bahwa terdapat pengaruh yang positif variabel knowledge sharing serta kompetensi terhadap organization citizenship behavior pegawai. Ada pengaruh yang positif variabel knowledge sharing, kompetensi serta organization citizenship behavior terhadap kinerja pegawai. Organization citizenship behavior memediasi pengaruh knowledge sharing terhadap kinerja, pula Organization citizenship behavior memediasi pengaruh kompetensi terhadap kinerja citizenship behavior memediasi pengaruh knowledge sharing terhadap kinerja, juga Organization citizenship behavior memediasi pengaruh kompetensi terhadap kinerja

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Ahmad-Llewellyn, Shahara. "From Knowledge, to Service, to Citizenship." Phi Delta Kappan 85, no. 1 (2003): 62. http://dx.doi.org/10.1177/003172170308500117.

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Gundara, Jagdish. "Civilisational knowledge, interculturalism and citizenship education." Intercultural Education 19, no. 6 (2008): 469–79. http://dx.doi.org/10.1080/14675980802568269.

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Ramasamy, Murugesan, and Natarajan Thamaraiselvan. "Knowledge Sharing and Organizational Citizenship Behavior." Knowledge and Process Management 18, no. 4 (2011): 278–84. http://dx.doi.org/10.1002/kpm.385.

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Yusof, Hamidah, Mohd Asri Mohd Noor, Mahaliza Mansor, and Jamal Yunus. "KNOWLEDGE, SKILLS, AND ATTITUDES OF MALAYSIAN STUDENT ON GLOBAL CITIZENSHIP EDUCATION." Jurnal Cakrawala Pendidikan 38, no. 3 (2019): 426–37. http://dx.doi.org/10.21831/cp.v38i3.26304.

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Student’s perception on the current global citizenship education might have evolved. This study aims to identify the level of knowledge, skills, and attitudes of global citizenship from students’ perceptions. It also examined the relationship between students’ knowledge with the skills and attitudes of global citizenship. This study involved 155 first semester students in a public university in Malaysia. The selection of these respondents is to get their views on the education of global citizenship they received at schools. They were chosen because they had just finished secondary schools, and their experiences were still fresh in memory. They also came from various schools in Malaysia and able to draw on the experience of global citizenship education in Malaysia. This study was quantitative and used a questionnaire as the research instrument. The findings show that the level of knowledge, skills, and attitudes of students towards global citizenship is at a moderate level. The relationship between knowledge, skill, and attitude towards global citizenship is high, positive, and significant. The multiple linear regression analysis showed that skill and attitude are the predictors for the knowledge in the students. This study implies that global citizenship education is important to equip students to understand global issues and become global citizens.

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Ten Dam, Geert, Anne Bert Dijkstra, Ineke Van der Veen, and Anne Van Goethem. "What Do Adolescents Know about Citizenship? Measuring Student’s Knowledge of the Social and Political Aspects of Citizenship." Social Sciences 9, no. 12 (2020): 234. http://dx.doi.org/10.3390/socsci9120234.

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This paper analyses how young people’s citizenship knowledge is related to the different domains of citizenship in their daily lives. Based on a representative sample of some 5300 students in the third year of 80 Dutch secondary schools, our study relates citizenship knowledge to student background and school characteristics. The knowledge test developed for this study situates citizenship knowledge in the literature and the societal and political context defining the social structure students live in. The contribution of our study lies in this broad conceptualisation of citizenship, which is reflected in fine-grained, more specific results than the outcomes of earlier research. Gender differences are particularly pronounced in the social aspects of citizenship and are small in the political domain. As far as ethnic background is concerned, we see knowledge differences in the domain of “acting democratically”. This is also the domain where most of the differences in citizenship knowledge between students of the various schools and tracks occur. School size, public/private school, urbanisation and a more heterogeneous student population cannot explain these differences. To mitigate inequalities in citizenship knowledge between and within schools, which are relatively large in the Netherlands, further research is necessary to investigate micro-level mechanisms within schools.

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Doppen, Frans H., Joseph R. Feinberg, and Chelsie M. Arrowood-Schultheis. "Young Adolescents' Knowledge and Notions of Citizenship." Citizenship, Social and Economics Education 13, no. 1 (2014): 14–25. http://dx.doi.org/10.2304/csee.2014.13.1.14.

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Mignolo, W. D. "Citizenship, Knowledge, and the Limits of Humanity." American Literary History 18, no. 2 (2006): 312–31. http://dx.doi.org/10.1093/alh/ajj019.

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Thorin, Elizabeth, Philip Browning, and Larry Irvin. "Measuring knowledge of citizenship rights and responsibilities." Research in Developmental Disabilities 9, no. 1 (1988): 85–92. http://dx.doi.org/10.1016/0891-4222(88)90022-4.

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Garcia, Blanca C., and America Martinez. "Knowledge-based citizenship: a capitals system perspective." International Journal of Knowledge-Based Development 6, no. 2 (2015): 152. http://dx.doi.org/10.1504/ijkbd.2015.071472.

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Afshar Jalili, Yasha, and Farideh Salemipour. "Group organizational citizenship behavior and knowledge sharing." VINE Journal of Information and Knowledge Management Systems 50, no. 1 (2019): 117–35. http://dx.doi.org/10.1108/vjikms-12-2018-0117.

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Purpose This study aims to examine the influence of organizational citizenship behavior’s sub-constructs including altruism, civic virtue, sportsmanship, conscientiousness and courtesy on knowledge sharing behavior (KSB). It also pays attention to the effects of group emotional climate on the relationship between organizational citizenship behavior and knowledge sharing. Design/methodology/approach This research was conducted based on the quantitative research strategy by applying structural equation modeling. Using a random sampling method, this research surveyed 116 participants and analyzed the data via partial least equation modeling. Findings The results claim that altruism, conscientiousness and civic virtue have a significant effect on KSB, while the relationship between courtesy and sportsmanship with KSB were not significant. Furthermore, the findings depict that positive and negative workgroup emotional climate would impede or enhance KSB among people with a high level of altruism, conscientiousness and civic virtue. Practical implications Given the importance of knowledge sharing in the today knowledge economy, by comprehending the influence of group organizational citizenship behavior’s sub-constructs on knowledge sharing, managers would improve organizational knowledge sharing by developing a culture encouraging altruism, conscientiousness and civic virtue as a substitute for incentive pay. Moreover, promoting an emotionally supportive climate fosters knowledge sharing within people. Originality/value This study makes three distinct additions to the knowledge sharing literature. First, although there are little studies that investigate the relationship between organizational citizenship behaviors (OCB) and KS, a few of them examine the effects of OCB’s sub-constructs on KS behavior. Second, this is one of the first studies that examined the moderating role of workgroup emotional climate regarding knowledge sharing. Finally, examining the effect of OCB’s sub-constructs on KS in an Iranian public sector would contribute to the literature by broadening the examination of the constructs in a different context.

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Blatt, Ruth. "Organizational Citizenship Behavior of Temporary Knowledge Employees." Organization Studies 29, no. 6 (2008): 849–66. http://dx.doi.org/10.1177/0170840608088704.

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This study examines accounts of organizational citizenship behavior (OCB) by temporary knowledge employees. Most studies of OCB are based on the perspective of permanent employees and may not account for the unique perspective of temporary knowledge employees. This study finds that the most prominent themes in temporary knowledge employees' explanations for why they engaged in OCB are their perceived norms of professional behavior for their occupation and an experience of positive regard with and among their co-workers. This is in contrast with the themes of social exchange, organizational identification, and impression management that are currently invoked in explaining OCBs among permanent employees.

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Tandayong, Oriana, and Edalmen Edalmen. "Pengaruh Komitmen Organisasional Dan Ocb Terhadap Knowledge Sharing Karyawan PT. Katopas Jaya Abadi." Jurnal Manajerial Dan Kewirausahaan 1, no. 4 (2019): 656. http://dx.doi.org/10.24912/jmk.v1i4.6543.

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This study aims to determine the influence of organizational commitment on sharing knowledge with organizational citizenship behavior (OCB) as a mediating variable. The population in this study were all 64 employees of PT. Katopas Jaya Abadi. The sample selection method uses a saturated sample technique with quantitative research and uses a questionnaire to collect data. The results of the study show that there is a positive and significant influence of organizational commitment and organizational citizenship behavior on sharing knowledge. And organizational commitment is a positive and significant influence of organizational citizenship behavior. This study found that direct organizational behavior mediates the relationship between organizational commitment to knowledge sharing. Penelitian ini bertujuan untuk mengetahui pengaruh komitmen organisasional terhadap knowledge sharing dengan organizational citizenship behavior (OCB) karyawan sebagai variabel mediasi. Populasi dalam penelitian ini adalah keseluruhan 64 karyawan PT. Katopas Jaya Abadi. Metode pemilihan sampel menggunakan teknik sampling jenuh dengan penelitian kuantitatif dan menggunakan kuesioner untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa komitmen organisasional dan organizational citizenship behavior berpengaruh positif dan signifikan bagi knowledge sharing. Dan kemudian komitmen organisasional berpengaruh positif dan signifikan untuk organizational citizenship behavior. Penelitian ini menemukan bahwa secara tidak langsung, organizational citizenship behavior memediasi hubungan antara komitmen organisasional terhadapknowledge sharing.

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Kofman, Eleonore. "The Knowledge Economy, Gender and Stratified Migrations." Studies in Social Justice 1, no. 2 (2007): 122–35. http://dx.doi.org/10.26522/ssj.v1i2.974.

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The promotion of knowledge economies and societies, equated with the mobile subject as bearer of technological, managerial and cosmopolitan competences, on the one hand, and insecurities about social order and national identities, on the other, have in the past few years led to increasing polarisation between skilled migrants and those deemed to lack useful skills. The former are considered to be bearers of human capital and have the capacity to assimilate seamlessly and are therefore worthy of citizenship; the latter are likely to pose problems of assimilation and dependency due to their economic and cultural ‘otherness’ and offered a transient status and partial citizenship by receiving states. In the European context this trend has been reinforced by the redrawing of European geopolitical space creating new boundaries of exclusion and social justice. The emphasis on the knowledge economy also generates gender inequalities and stratifications based on skills and types of knowledge with implications for citizenship and social justice.

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Lee, Kyeonghwa. "Teachers’ Pedagogical Content Knowledge about Early Citizenship Education: Pedagogical Possibilities for Global Citizenship." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 17 (2018): 127–49. http://dx.doi.org/10.22251/jlcci.2018.18.17.127.

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Longueira Matos, Silvana, and Talia Vela-Eiden. "Knowledge partnerships for SDG 4: Bridge 47 and GCE in perspective." Revista Internacional de Comunicación y Desarrollo (RICD) 3, no. 13 (2020): 121–29. http://dx.doi.org/10.15304/ricd.3.13.7271.

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It is possible to put together academics, practitioners, and policymakers to advocate and partner for Global Citizenship Education? This is what Bridge 47-Building Global Citizenship has been doing since 2018 with partners from all over Europe for a common goal, to promote transformative change in society. Bridge 47-Building Global Citizenship mobilises global civil society to contribute to global justice and eradication of poverty through Global Citizenship Education (GCE) and advocating for target 4.7 of the Sustainable Development Goals (SDGs), which is related to education for social transformation. The results of Bridge 47 are focused on generating learning and exchange opportunities between experts to share their research and projects, inspiring people to act and providing a roadmap to administrations for the development of SDG4 target 4.7. "Quality education".

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Longueira Matos, Silvana, and Talia Vela-Eiden. "Knowledge partnerships for SDG 4: Bridge 47 and GCE in perspective." Revista Internacional de Comunicación y Desarrollo (RICD) 3, no. 13 (2020): 121–29. http://dx.doi.org/10.15304/ricd.3.13.7271.

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It is possible to put together academics, practitioners, and policymakers to advocate and partner for Global Citizenship Education? This is what Bridge 47-Building Global Citizenship has been doing since 2018 with partners from all over Europe for a common goal, to promote transformative change in society. Bridge 47-Building Global Citizenship mobilises global civil society to contribute to global justice and eradication of poverty through Global Citizenship Education (GCE) and advocating for target 4.7 of the Sustainable Development Goals (SDGs), which is related to education for social transformation. The results of Bridge 47 are focused on generating learning and exchange opportunities between experts to share their research and projects, inspiring people to act and providing a roadmap to administrations for the development of SDG4 target 4.7. "Quality education".

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Al-Abdullatif, Ahlam Mohammed, and Azza Ali Gameil. "Exploring Students’ Knowledge and Practice of Digital Citizenship in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 19 (2020): 122. http://dx.doi.org/10.3991/ijet.v15i19.15611.

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The purpose of this study is to investigate undergraduate students’ knowledge and practice of eight of the nine elements of digital citizenship: digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibility, digital health and wellness and digital security. The sample population for this descriptive study comprised 204 undergraduate students selected by purposeful sampling. The results show that undergraduate students have an insufficient level of knowledge about good digital citizenship. A significant number of undergraduate students do observe eight digital citizenship elements through several ethical practices; however, the study revealed several concerns among participants in regards to security and safety, such as verifying the reliability and credibility of digital resources, checking the accuracy of information on the Internet, interpreting laws and penalties related to using digital resources, reporting irresponsible behaviour to the appropriate authorities and limiting the time and duration of daily digital device use. The results of this study show that an individual’s extent of experience using the Internet is not a factor that affects the level of knowledge and practice of digital citizenship among undergraduate students. Conversely, the nature of academic specialisation, particularly technology-heavy courses (e.g. Educational Technology), are among the factors that affect the knowledge and practice of good digital citizenship. This article offers several recommendations for future study, policy development and practice.

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Nursanti, Tinjung Desy, Ebenhaezer Samudera, and Fajar Widiansyah. "Pengaruh Job Involvement dan Job Satisfaction terhadap Organizational Citizenship Behaviour serta Dampaknya pada Knowledge Sharing di PT Indolift Sukses Abadi." Binus Business Review 6, no. 2 (2015): 233. http://dx.doi.org/10.21512/bbr.v6i2.972.

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The research was conducted at PT Indolift Sukses Abadi, a folklift distributor that sells and distributes all heavy equipment products. The objective of this study was to determine whether there is any influence of job involvement and job satisfaction on organizational citizenship behavior that impact to knowledge sharing. Data were obtained by distributing a questionnaire to 100 respondents of the company; and then were processed using Path Analysis Technique. Based on this research, job involvement and job satisfaction partially and simultaneously have influence on organizational citizenship behaviour. Then, job satisfaction and organizational citizenship behaviour partially have influence on knowledge sharing. However, job involvement partially has no influence on knowledge sharing. Nevertheless, job involvement, job satisfaction, and organizational citizenship behavior simultaneously have influence on knowledge sharing.

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Teh, Pei‐Lee, and Hongyi Sun. "Knowledge sharing, job attitudes and organisational citizenship behaviour." Industrial Management & Data Systems 112, no. 1 (2012): 64–82. http://dx.doi.org/10.1108/02635571211193644.

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Kleinberg, Mona S., and Richard R. Lau. "The Importance of Political Knowledge for Effective Citizenship." Public Opinion Quarterly 83, no. 2 (2019): 338–62. http://dx.doi.org/10.1093/poq/nfz025.

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Abstract General political knowledge is a central variable in American politics research. Individuals with high political knowledge exhibit behaviors that are consequential to a well-functioning democracy, including holding more stable political opinions, exhibiting greater ideological constraint, knowing more about political candidates, and being more likely to vote correctly. In this paper, we examine whether the internet revolution, enabling citizens to look up anything at any time, has changed the relative importance of political knowledge in American politics. We show that important generational differences exist between Americans raised during the broadcast era and Americans raised with the presence and accessibility of the internet. Internet access can be a substitute for political knowledge stored in long-term memory, particularly among this younger generation, who may be relying on the internet to store knowledge for them.

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Feinberg, Joseph R., and Frans H. Doppen. "High School Students' Knowledge and Notions of Citizenship." Social Studies 101, no. 3 (2010): 111–16. http://dx.doi.org/10.1080/00377991003711715.

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Lewis, Dan A. "Engagement and Citizenship." Journal of General Education 63, no. 1 (2014): 57–63. http://dx.doi.org/10.5325/jgeneeduc.63.1.57.

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Abstract The author proposes that “societal renewal” and the engagement required to accomplish that renewal should be the core of the university. By focusing on the basic building blocks of good citizenship (civic knowledge and civic action) the university can weave, at relatively low cost, programs and classes into its core. Using Northwestern University as a case study, the author demonstrates how this can be done.

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Handayani, Fitri, Sefnedi Sefnedi, and Irwan Muslim. "Persepsi Dukungan Organisasi dan Karakteristik Pekerjaan Terhadap Knowledge Sharing: Organizational Citizenship Behavior Sebagai Mediasi." Jurnal Ilmiah Manajemen dan Bisnis 22, no. 1 (2021): 35–45. http://dx.doi.org/10.30596/jimb.v22i1.4975.

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Organizational citizenshipxbehavior has been recognized as an important variable for every organization both in academicians and practitioners. Thexpurpose of this study is to investigate thexrole of organizatinal citizenship behavior as mediator onxthe relationshipxbetween perceivedxorganizational support, job characteritics and knowledge sharing. The number of respondents that could be used in this study was 37 employees of the CivilxServants inxthe Public Works andxPublic Housing Agencyxof the West Sumatra Region of Padang City. The resultsxof analysis showedxthat the perceived organizationalxsupport and jobxcharacteristics did not affect significantly knowledge sharing. Perceived organizationalxsupport wasxfound to have positive effect onxorganizational citizenship behavior and jobxcharacteristics did not influencexorganizational citizenship behavior. Furthermore,xorganizational citizenship behaviorxwas found to havexpositive effect on knowledgexsharing. In addition, organizationalxcitizenship behavior wasxproven to mediate thexrelationship between perceived organizationalxsupport and knowledge sharing.xHowever, it did notxmediate the relationship between jobxcharacteristics and knowledge sharing.

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Ratiu, Lucia, Sabina R. Trif, and Nicoleta Meslec. "Knowledge Hiding in Emergency Ambulance Healthcare Settings: Its Mediating Role in the Relationship between Organizational Support and Affective Commitment and Organizational Citizenship Behaviours." Nursing Reports 11, no. 4 (2021): 965–80. http://dx.doi.org/10.3390/nursrep11040088.

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Knowledge hiding—an intentional attempt to withhold or conceal knowledge from others—has been reported by recent studies to be a negative phenomenon in the workplace. Considering the importance of knowledge for organizational performance, this study intends to advance understanding by investigating the mediating role of knowledge hiding on the relationship between perceived organizational support and affective commitment as predictors and organizational citizenship behaviors and turnover intentions as outcomes. Using a cross-sectional design, the study was conducted in emergency ambulance healthcare settings on 305 medical or paramedical professionals. As indicated by structural equation modeling results, perceived organizational support and affective commitment positively predicted organizational citizenship behaviors but negatively predicted turnover intentions. Also, knowledge hiding was negatively associated with perceived organizational support, affective commitment, and organizational citizenship behaviors and positively with turnover intentions. Moreover, knowledge hiding mediated the relationship between perceived organizational support and affective commitment as predictors and organizational citizenship behaviors, respectively turnover intentions, as dependent variables.

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Ibrahim, Siddig Balal, Umair Ahmed, and Mohammed Sani Abdullahi. "Testing the Prediction of Knowledge Sharing Behavior through the Lens of Organizational Culture and Organizational Citizenship Behavior." Annals of Contemporary Developments in Management & HR 3, no. 2 (2021): 27–40. http://dx.doi.org/10.33166/acdmhr.2021.02.003.

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This research intended to focus on the impact of organizational culture on knowledge sharing by bank employees directly and indirectly through mediation by organizational citizenship behavior. For achieving the purpose, 402 employees from banks in the Kingdom of Bahrain through simple random sampling. Data were collected through questionnaires. A current study found a significant outcome of organizational culture on knowledge sharing and organizational citizenship behavior. Besides this current study also found significant results between organizational citizenship behavior and knowledge sharing. Along with significant direct results, current research also found the mediating effect by organizational citizenship behavior in relationships of organizational culture with knowledge sharing. The current study contributes notable theoretical implications under social exchange theory. In addition, the current study also provides practical learnings and recommendations for the future.

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Jerome, Lee, and John Lalor. "Revisiting subject knowledge in citizenship education: Understanding power and agency." Education, Citizenship and Social Justice 15, no. 2 (2018): 104–18. http://dx.doi.org/10.1177/1746197918800662.

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Citizenship educators have not yet developed a satisfactory framework for describing the conceptual knowledge at the heart of their subject and the complex ways in which students develop understanding. By focusing on how young people (10–18 years of age) use the core citizenship concepts of power and agency, this research provides an insight into how students learn. Our analysis of young people’s work reveals that many of them are operating with a pre-political or politically naïve understanding of the world which limits their ability to understand power and agency. Some students have gone on to develop a greater sense of their own agency within complex chains of influence, which demonstrates a more nuanced understanding of power and agency, rooted in a more political reading of world. We conclude that our findings may help citizenship teachers to plan more consciously to tackle this area of conceptual understanding.

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Gonzalez Arocha, Jorge. "Democracy and Knowledge." Revista Publicando 6, no. 21 (2019): 69–76. http://dx.doi.org/10.51528/rp.vol6.id2034.

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One of the most critical moments in the education of citizenship is literacy in political matters. Regarding that idea is that we present this critical review of the book “Democracy and knowledge.” The author presents in the first section the general information of the book. Then, he continues commenting and evaluating the contributions by chapters, as well as their scientific implications. Finally, in the conclusions, it is highlighted the variety of the text and its importance for future efforts in the field of philosophy and political science.

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Brandau, Melvina, Trevor Dilley, Carol Schaumleffel, and Lina Himawan. "Digital citizenship among Appalachian middle schoolers: The common sense digital citizenship curriculum." Health Education Journal 81, no. 2 (2021): 157–69. http://dx.doi.org/10.1177/00178969211056429.

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Background: Nearly 60% of teenagers in the USA have experienced abusive online behaviour. Identifying effective programmes to address these behaviours and promote digital citizenship is a research priority to reduce the rate of occurrence and consequential harmful effects of abusive online behaviour. Purpose: To evaluate the effectiveness of a Digital Citizenship Curriculum in increasing knowledge of digital citizenship and reducing cyberbullying and online aggression among middle-schoolers in an underserved community using a free curriculum. Method: Middle-schoolers participated in pilot implementation of a Digital Citizenship Curriculum (DCC) to evaluate its effectiveness in increasing knowledge of digital citizenship and reducing cyberbullying and online aggression. Follow up interviews were conducted to explore participants’ perceptions of the curriculum. Results: Participants demonstrated a statistically significant increase in their knowledge of digital citizenship with an increase of 2.96 in the mean score ( p < .001). Paired t-tests by gender demonstrated a significant difference in pre-post assessment mean scores for girls ( p < .001). Post-intervention perceptions indicate the curriculum was positively received and informative. Conclusion: Identifying cost-effective and resource-friendly programmes that support social-emotional learning and promote digital citizenship is crucial for underserved populations. Regions such as Appalachian Ohio often lack the resources to fund costly curriculum aimed at online aggression prevention. This study supports the implementation of the DCC and indicates the need for future research on the long-term effects of the curriculum on middle school participants.

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Geske, Andrejs, and Ireta Cekse. "THE INFLUENCE OF CIVIC AND CITIZENSHIP EDUCATION ACHIEVEMENTS ON THE DEVELOPMENT OF STUDENTS’ CITIZENSHIP ATTITUDES." Problems of Education in the 21st Century 52, no. 1 (2013): 21–34. http://dx.doi.org/10.33225/pec/13.52.21.

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Civic skills, knowledge and attitudes are the elements forming the citizenship concept. How do they suit multicultural societies? What are the mutual links among civic attitudes, knowledge and skills of different ethnic groups? The aim of the research is to establish the model of students’ civic competence and to find out factors which explain the influence of civic achievements on civic attitudes. IEA (the International Association for the Evolution of Educational Achievement) ICCS 2009 (the International Civic and Citizenship Studies 2009) are used for the analysis. SEM (Structural Equation Modelling) is used for data processing. The authors used multi-modelling to compare Latvian and Estonian majority and minority sample groups. The results indicate that the level of civic knowledge and skills influences civic attitudes of Estonian and Latvian students. Students with a higher level of civic knowledge and skills have a more pronounced sense of global belonging and ability to adjust and live a multicultural society. The civic knowledge of Estonian students with the Estonian language of instruction influences most essentially the civic attitudes and a sense of belonging to Europe. Latvian students with the Russian language of instruction have the least influence on the mentioned factors. Key words: civic and citizenship education, Estonia, Latvia, SEM method.

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Sætra, Emil, and Janicke Heldal Stray. "Hva slags medborger?" Nordic Journal of Comparative and International Education (NJCIE) 3, no. 1 (2019): 19–32. http://dx.doi.org/10.7577/njcie.2441.

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In this article, we explore teachers’ ideas about teaching for democratic citizenship. In short, we want to understand “what kind of citizen” teachers aim to educate. We ground our study in three ideal types that represent different ways of understanding what education for democratic citizenship education revolves around: politically informed citizenship (politisk informert medborgerskap), rational autonomous citizenship (rasjonelt autonomt medborgerskap), and socially intelligent citizenship (sosialt intelligent medborgerskap). A first finding is that teacher emphasize that students should acquire knowledge that they can make use of as democratic citizens. Teachers are preoccupied with making students politically informed. A second finding is, however, that teachers understand democratic citizenship education as something more than just knowledge acquisition. One purpose that holds high priority with the teachers is that students should learn how to think critically; to become rationally autonomous. The pedagogical implication of this view is that students should acquire knowledge, skills, and attitudes that helps realize this ambition. This interpretation of what democratic citizenship is moves beyond being able to make an informed choice between different alternatives or representatives. In the last part of the article education for democratic citizenship is discussed in light of the third category; the socially intelligent citizen. We find that while teachers put much emphasis on knowledge and critical thinking, there is little emphasis on participation in democratic practices. We thus conclude that teachers talk about schooling as a tool for democracy much more than they talk about democracy as an ideal or model for schooling.

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Hadjichambis, Andreas, and Pedro Reis. "New thinking in environmental citizenship." Impact 2019, no. 9 (2019): 24–26. http://dx.doi.org/10.21820/23987073.2019.9.24.

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European Network for Environmental Citizenship (ENEC) aims to improve understanding and assessment of environmental citizenship in European societies and participating countries. Environmental Citizenship is a key factor in EU's growth strategy (Europe 2020) and its vision for Sustainable Development, Green and Cycle economy and Low-carbon society (EU-roadmap 2050). The Integrated Network of the ENEC Cost Action will diminish the barriers between human, economic, social, political and environmental sciences multiplying the knowledge, expertise, research and insights of different stakeholders (researchers, scholars, teachers, practitioners, policy officials, NGOs, etc.) related in Environmental Citizenship and focusing on education. ENEC is trying to establish a new theory and a framework of the Education for Environmental Citizenship (EEC), for primary and secondary, formal and non-formal education. The different macro- and micro- level dimensions of formal and non-formal education that could lead to Environmental Citizenship will be focused. By developing National, European and International collaborations ENEC will enhance the scientific knowledge and attention to Environmental Citizenship. Expected deliverables include: a) the creation of a web-site, b) a repository database of scientific measures and evidence based interventions that target Environmental Citizenship, c) the facilitation of scientific training schools, short term scientific missions, conferences and d) the dissemination of collaborative working papers, scientific reports, proceedings, academic publications, policy and recommendation papers and an edited book on Environmental Citizenship. The Action will conceptualize and frame the Environmental Citizenship and will develop new research paradigms and metrics for assessing the Environmental Citizenship. Good examples and best educational practices leading to pro-environmental attitudes, behaviour and values will be highlighted and promoted. Policy measures and recommendations will be proposed. The Action will serve as a vehicle to defragment the knowledge and expertise in Environmental Citizenship.

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Fatria, Erian. "RELATIONSHIP BETWEEN KNOWLEDGE ABOUT CLIMATE CHANGE ISSUES AND LOCUS OF CONTROL WITH STUDENTSâ€™ CITIZENSHIP BEHAVIOR." Jurnal Ilmiah Pendidikan Lingkungan dan Pembangunan 18, no. 1 (2017): 36–42. http://dx.doi.org/10.21009/plpb.181.05.

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Needless to say that environmental deterioration is brought about by the people intervention toward a nature. It has been assumed that people personality and intelligent influence the ecosystem. That is why the objective of this study is to find out relationship between knowledge about issues (KAI) and Locus of Control (LOC) with citizenship behavior (CB). In order meet with this objective, a survey method has been applied by involving 110 students as sample. There are three instruments, measuring knowledge about climate change issues, LOC, and studentsâ€™ citizenship behavior (CB) and those have been validated. Regression and correlational analysis used to verify it relationship. Research results reveal that there is positive and significant correlation between knowledge about issues and CB, LOC and CB, finally between knowledge about issues and LOC with CB. These findings are still consistent even though first order correlation can be used to predict studentâ€™s citizenship behavior in term of how student live with nature harmoniously based on knowledge about issues and LOC. It could be concluded that in improving citizenship behavior, knowledge about issues and LOC cannot be neglected.

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Davies, Ian. "Citizenship Education in Europe." Citizenship, Social and Economics Education 3, no. 3 (1998): 127–40. http://dx.doi.org/10.2304/csee.1998.3.3.127.

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Following some contextual remarks about the nature of Europe and citizenship, there is consideration of the ways in which teachers and learners are developing the knowledge, skills and dispositions needed for effective citizenship in Europe. Some attention is given to the different levels of citizenship education which can occur and the choices that educators can make when developing relevant programmes.

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Obrenovic, Bojan, Slobodan Obrenovic, and Akmal Hudaykulov. "The value of knowledge sharing: impact of tacit and explicit knowledge sharing on team performance of scientists." International Journal of Management Science and Business Administration 1, no. 2 (2015): 33–52. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.12.1003.

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Knowledge sharing that takes place among team members is a process of great relevance that builds ties and relationships which in turn results in positive organizational and team outcomes. However, as it is not usually formally included in the job descriptions and is not a formal part of organizations’ and team activities, it is considered to be an organization citizenship behavior. Our paper emphasizes significance of tacit and explicit knowledge sharing to team performance in the context of scientific cooperation. Positive relationship between tacit knowledge sharing and explicit knowledge sharing with team performance was found using linear regression. Furthermore, high levels of knowledge sharing and team performance were identified among scientists.

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Powell, Mandy. "Youth cultures, media practices and citizenship: really useful knowledge?" Learning, Media and Technology 42, no. 3 (2015): 378–85. http://dx.doi.org/10.1080/17439884.2015.1054836.

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Geboers, Ellen, Femke Geijsel, Wilfried Admiraal, and Geert ten Dam. "Citizenship orientations and knowledge in primary and secondary education." Social Psychology of Education 18, no. 4 (2015): 749–67. http://dx.doi.org/10.1007/s11218-014-9265-7.

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Al-Ani, Wajeha Thabit. "University Students’ Perception toward Global Citizenship’s Knowledge, Skills and Values in the Sultanate of Oman." International Journal of Higher Education 11, no. 3 (2021): 40. http://dx.doi.org/10.5430/ijhe.v11n3p40.

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Global citizenship refers to a sense of belonging to a larger culture and humanity in general. It emphasizes the people's political, economical, social, and cultural interdependence and interconnection at the local, national, and global levels. This study explores university students’ perceptions toward global citizenship knowledge, skills, and values in the Sultanate of Oman. To achieve this objective, a descriptive approach was followed by developing a questionnaire including 47 items covering three major dimensions of global citizenship education, namely cognitive, socio-emotional, and behavioral (CSeB). The questionnaire was tested to ensure its validity and reliability and applied to a study sample of 299 students (122 males and 177 females). The findings show statistically significant differences at (α=0.05) between the mean of students’ responses who studied Global Citizenship Course (GCC) and those who did not. This reflects the effectiveness of the GCC on students’ points of view. Also, the findings show a significant difference between students’ points of view regarding the accommodation variable in the cognitive domain in favor of students who live with their families compared with those who live on-campus. GCC plays a significant role in developing student skills and pro-social behavior. The effort to establish a concept of global citizenship is a small step towards a better understanding of its impact and effect.

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Sadegh, Tayebeh, Reyhaneh Mohammad Khani, and Fatemeh Modaresi. "Introducing a Model of Relationship Between Knowledge Sharing Behavior and Organizational Citizenship Behavior and Positively Orientated Organizational Behavior." International Journal of Knowledge Management 14, no. 3 (2018): 21–36. http://dx.doi.org/10.4018/ijkm.2018070102.

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This study investigates the effects of employees' positively oriented organizational behavior and organizational citizenship behavior (OCB) use on knowledge sharing behavior after a two-month period. Based on previous research, it was expected that: (1) organizational citizenship behavior would be positively related to knowledge sharing behavior; (2) psychological capital would be positively related to knowledge sharing behavior; (3) OCB would mediate the relationship between psychological capital and knowledge sharing behavior; (4) psychological empowerment would be positively related to knowledge sharing behavior; and (5) OCB would mediate the relationship between psychological empowerment and knowledge sharing behavior. Results provided support for the direct effects of OCB, psychological capital and psychological empowerment on knowledge sharing behavior. Psychological capital and psychological empowerment were each indirectly related to knowledge sharing behavior, mediate by OCB. To be more precise, individuals with higher level of psychological capital and psychological empowerment were not only more likely to participate in organizational citizenship behavior but having a higher level of positively orientated organizational behavior made them to engage more in knowledge sharing behavior two months later.

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Pujianto, Wahyu Eko, and Evendi. "PENGARUH BUDAYA MUTU, TINGKAT QUALITY OF WORK LIFE (QWL) DAN KNOWLEDGE MANAGEMENT TERHADAP ORGANIZATION CITIZENSHIP BEHAVIOR (OCB)." GREENOMIKA 3, no. 1 (2021): 1–8. http://dx.doi.org/10.55732/unu.gnk.2021.03.1.1.

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The purpose of the research is to prove and analyze the influence of quality culture, level of quaity of work life and knowledge management on organizational citizenship behavior in employees of PT. Avian Avia. The research was conducted with a quantitative approach, with the sample analyzed, namely 179 employees of the production division. The data analysis technique used is multiple linear regression analysis. The results of the study prove that quality culture, quaity of work life and knowledge management both partially and simultaneously have a significant contribution to organizational citizenship behavior. Other results show that the influence of quality culture, quaity of work life and knowledge management on organizational citizenship behavior is 74.4%.

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Poškus, Mykolas Simas. "Toward the Development and Validation of a Model of Environmental Citizenship of Young Adults." Sustainability 14, no. 6 (2022): 3338. http://dx.doi.org/10.3390/su14063338.

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Growing civic participation in environmental movements shows that societies are more engaging in behavior that can be described as environmental citizenship. This behavior, however, may not necessarily be driven by factual knowledge and accurate beliefs. In the present study, a simplified model of environmental citizenship proposed by Hawthorne and Alabaster is tested in a sample of Lithuanian young adults in order to develop a working model of environmental citizenship that could be later used in intervention designs as a change model. A convenience sample of 267 young adults from 18 to 40 years of age participated in the study by filling in a questionnaire that assessed various components that comprise a model of environmental citizenship. The results indicate that, with a few modifications to better fit the data, the model fit the data well and could explain approximately 50% of the variance of environmental citizenship. The study uncovered a gap between factual (concrete) environmental knowledge and environmental literacy (perceived competence), illustrating the need to address this divide in order to ensure evidence-based participation in environmental movements and environmental citizenship behavior.

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Wulandari, Giova, and Muafi Muafi. "The effect of self-efficacy and organizational citizenship behavior toward knowledge sharing." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 4 (2021): 128–38. http://dx.doi.org/10.20525/ijrbs.v10i4.1168.

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The purpose of this research was to examine and analyze Self-Efficacy and Organizational Citizenship Behavior against Knowledge Sharing mediated by Abusive Supervision. The research was conducted in securities companies that are members of the Indonesia Stock Exchange located in Central Java and Yogyakarta with a sample size of 100 respondents, using quantitative methods. The data collection technique by using a questionnaire that is distributed via a google form. Statistical techniques use SEM (structural Equation Modeling) with the help of SMART PLS software. The research results found ; (i) there is a significant negative influence between Self-Efficacy on Abusive Supervision, (ii) there is a significant negative effect between Organizational Citizenship Behavior on Abusive Supervision, (iii) there is a negative and significant influence between Abusive Supervision on Knowledge Sharing, (iv) there is a positive and significant influence between Self-Efficacy on Knowledge Sharing through Abusive Supervision, (vi) there is a positive and significant influence between Organizational Citizenship Behavior on Knowledge Sharing through Abusive Supervision of employees of securities companies members of the Indonesia Stock Exchange located in Central Java and DIY.

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Xu, Shun, Harrison Hao Yang, Jason MacLeod, and Sha Zhu. "Social media competence and digital citizenship among college students." Convergence: The International Journal of Research into New Media Technologies 25, no. 4 (2018): 735–52. http://dx.doi.org/10.1177/1354856517751390.

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The global emergence of new media and social change have drawn attention to the topic of digital citizenship. Previous literature has examined individuals’ digital citizenship with some determinants of technology use. However, individuals’ level of social media competence (SMC) has not yet been examined in relation to digital citizenship. To increase knowledge of the ingredients that may be important for education programs to improve individuals’ digital citizenship, this study examined SMC and digital citizenship among 772 college students. The results identified that five of the six social media competencies examined were predictors of individuals’ digital citizenship. These findings provided empirical evidence of a relationship between SMC and digital citizenship, which should be considered by researchers and practitioners when formalizing educational programs, developing curricula, and designing pedagogy for improving individuals’ digital citizenship.

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Moraes, Silvia Elisabeth, and Ludmila de Almeida Freire. "Planetary citizenship and the ecology of knowledges in Brazilian universities." International Journal of Development Education and Global Learning 8, no. 3 (2017): 25–42. http://dx.doi.org/10.18546/ijdegl.8.3.03.

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This article discusses the formation of a 'planetary citizenship' based on the 'ecology of knowledges' perspective in Brazilian universities. It is informed by the authors' experiences and the partial results from a research project entitled 'Planetary citizenship and the ecology of knowledges: Interdisciplinarity, transdisciplinarity and internationalization in the university curriculum', a followup project to a previous study conducted with trainee teachers at the Federal University of Ceará (UFC) between 2008 and 2012. Planetary citizenship is conceived here as a floating signifier to be articulated in concrete projects proposed by different groups that work inter- and transdiciplinarily. It is motivated by the major civilizational and humanitarian crisis in which we find ourselves. The ecology of knowledges, premised upon the epistemological diversity of the world, is a dialogue between official/Western knowledge and those other knowledges that have long been excluded from the scenario. It stands within a paradigm shift, a process whereby a new way of perceiving the world comes into existence. We argue that the university is an ideal context for the development of projects that have planetary citizenship as their transdisciplinary theme and the ecology of knowledges as their basic perspective. We illustrate this with examples of this epistemic and pedagogical experimentation, inside and outside the university, that aim to educate planetary citizens.

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Marlina, Lina. "PERANAN PEMBELAJARAN PENDIDIKAN KEWARGANEGARAAN DALAM MENINGKATKAN KEBERANIAN MENGEMUKAKAN PENDAPAT SISWA." Jurnal Civic Education: Media Kajian Pancasila dan Kewarganegaraan 3, no. 1 (2019): 58. http://dx.doi.org/10.36412/ce.v3i1.908.

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This research starts from the problems that appeared in Citizenship Education learning process which is recognized by lack of students’ activeness and low of courage level in expressing students’ opinions. The indication of lack the courage in expressing students’ opinions can be seen from the low of students’ activeness in learning process. Teachers have the most strategic role in learning process. The teachers Strategic role in learning process have the impact on students' competencies (knowledge, attitudes, skills). The competence of students’ will develop optimally depending on how teachers place them selves and students’ in teaching learning process. Based on the background above, the identification of this research formulation is how the teaching and learning of Citizenship Education can play an important role in improving the courage for the students’ to be able express opinions during the teaching-learning process easily. This research was conducted by the purpose to know how the Citizenship Education can play an important role in improving the courage to express students opinions in teaching-learning process. To achieve the objectives conducted qualitative research on the case study method of learning Citizenship Educationin at Vocational High School Pasundan I Serang City. Data collecting technique that used were observation, interview and documentation. From the result of analysis, it can be concluded that Citizenship Education in improving the courage express students opinions is able to change the situations of learning centere on teachers become students active role in achieving the learning objectives. Based on the findings of this research, it can be argued that the Citizenship Education in improving the courage to express students opinion have the potential to participate actively in the learning process and collaboration in a heterogeneous group.Keywords: learning, Citizenships Education, Courage, Expressing Opinions

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Groleau, Danielle. "Embodying 'health citizenship' in health knowledge to fight health inequalities." Revista Brasileira de Enfermagem 64, no. 5 (2011): 811–16. http://dx.doi.org/10.1590/s0034-71672011000500002.

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This paper wishes to contribute to the debate around citizen participation in health system decision-making that has been present internationally for the last 30 years. I argue that if we aim to change health inequalities, health professionals and planners need to understand the illness and health service experience of citizens. The concept of 'health citizenship' introduced here refers to health knowledge that integrates the lay knowledge of patients and that this integration is translated into health actions such as clinical communication and the planning of health care, programs, and policy. We illustrate our argument with the two cases: health literacy and the promotion of breastfeeding in a Canadian population living in context of poverty. This paper then concludes by addressing the leadership role, Brazilian graduate nursing schools can play in promoting 'health citizenship' and by doing so, contribute to fight health inequalities.

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