This book examines the role of higher education in shaping global citizenship among university students, combining theoretical perspectives with empirical case studies from Latin America. Through contributions from leading scholars, it explores how students perceive their rights, responsibilities, and engagement at local, national, and global levels. This book presents findings from a collaborative research project involving institutions in Chile, Colombia, and Mexico, providing insight into post-pandemic shifts in youth civic participation. It integrates comparative analyses with theoretical discussions on citizenship education, focusing on key variables such as socio-emotional development, community belonging, and active participation. Some chapters focus on real-world data, offering fresh perspectives on student involvement, while others provide a broader academic framework for understanding citizenship in higher education. By bridging practical research with academic discourse, this book serves as both a theoretical reference and a practical resource for educators and policymakers. Offering a nuanced understanding of the evolving nature of citizenship education, it contributes to ongoing discussions on preparing future generations for civic responsibility in an interconnected world.
Sprache
Verlagsort
Verlagsgruppe
Springer International Publishing
Zielgruppe
Illustrationen
1
1 s/w Abbildung
XII, 152 p. 1 illus.
Maße
Höhe: 235 mm
Breite: 155 mm
ISBN-13
978-3-032-03056-6 (9783032030566)
Schweitzer Klassifikation
Adriana Cantón holds a master's degree in Democracy and Good Government from Universidad de Salamanca, Spain, where she is currently pursuing her Doctorate in Rule of Law and Global Governance. She previously served as a research assistant for the Citizen Laboratory for the Development of Skills in Favor of World Citizenship: A Latin American Proposal for the Return to Presentiality, funded by the Novus la Tríada Fund (2022-2024).
Gabriela Palavicini earned her Ph.D. in Political Science from the Université Catholique de Louvain, Belgium. Since 2008, she has been a tenured faculty member at Tecnológico de Monterrey, Mexico. She contributed to the research project Citizen Laboratory for the Development of Skills in Favor of World Citizenship: A Latin American Proposal for the Return to Presentiality, supported by the Novus la Tríada Fund (2022-2024).
Patricia Imbarack is an assistant professor in the Department of Learning and Development within the Faculty of Education at the Pontifical Catholic University of Chile. She holds a Ph.D. in Education Sciences and is a clinical psychologist. Currently, she serves as the director of the pedagogy career in Catholic Religion at the same university. Her research interests include Catholic education, youth identity and life projects, religious beliefs and formation, and the training of religion teachers.
