Global Citizenship Education in Light of Theories of Motivation

• In Event: Global citizenship education for the global commons

Proposal

In the current study, we introduce five motivational theories in education that have close connection with the most substantial notions of Global citizenship education (GCE). In particular, we set up a model of five significant theories of motivation to create a motivation-related theoretical framework for GCE and determine how motivational interventions can be maximized in the context of GCE.
A. Global citizenship education and Maslow’s hierarchy of need
Becoming an ultimate global citizen helps to achieve the highest level of Maslow’s hierarchy of motivation, self-actualization or transcendence. Self-actualization is obtained when a person is able to view the world in relation to other human beings and thinks in global scale. Self-actualized people move beyond their own benefits and often engage in volunteer service to others and take the responsibility of the world.
B. Global citizenship education, Sustainable Future and Expectancy theory of motivation
By pursuing sustainability, including sustainable development, life style and future, motivation is guaranteed according to expectancy theories of motivation. In this regard, establishing and supporting quality, relevant, and transformative education, students’ motivation and global citizenship will be fostered accordingly. In effect, sustainability helps students to recognize new horizons, expand their expectations, and feel empowered to meet them.
C. Global Citizenship Education and Goal Theories of Motivation
One of GCE’ greatest concern is quality of education and standardized evaluations. Quality education demands stressing mastery over performance and avoiding teaching by rote. This tenet of GCE has a close connection with goal theories of motivation. Teachers who are specifically trained for GCE are also able to optimize students’ motivation by focusing less on students’ academic performance and more on a holistic education.
D. Global citizenship education and Socio-Cultural Theory of Motivation
Since both theories of motivation and GCE address cultural diversity, multiculturalism and inter-culturalism, they are highly interwoven. Global Citizenship Education looks for the means to encourage respect and responsibility across cultures, countries and regions. This would directly or indirectly promote students’ motivation.
E. Global citizenship education and Self-identity Theory of Motivation
Full development of the human personality and identity is one of the main goal in GCE. Helping people to be well adjusted, well balanced, and interested to know is a common doctrine of identity-theory of motivation and GCE. By integrating the perspectives of identity-based motivation in GCE, in-group or national identity could be leaded to reflect global humanity through identity-consistent behaviors that may operate outside of awareness.
Conclusion
GCE as a deep-rooted educational framework enriched by motivational theories and interventions may have several implications in the realm of education. GCE can make benefit of motivational theories, strategies and intervention and employ them to enhance its efficiency, productivity, and prevalence. Motivation, on the other hand, is fostered through applying GCE as a framework in school curricula, teacher education, and education policies.

Authors

• Shiva Zeynali, .

• Carlos Alberto Torres, CIES