The Degree of Inclusion of Global Citizenship Values in Social and National Education Textbooks in the Preparatory Stage: Teachers’ Perspective

Abstract

The current paper measures the degree of inclusion of global citizenship values in social and national education textbooks in the preparatory stage from the teachers’ perspective in Amman City. The methodology involves utilizing the descriptive survey approach. The research sample consists of (126) teachers of social and national education in the preparatory stage selected using the convenience sampling method and constituting (67%) of the research population respondents. A 44-item questionnaire used as a research instrument is distributed over five dimensions “political values, belonging values, Environmental Values, dialogue values, and social values”. The findings indicate that the degree of inclusion of global citizenship values in social and national education textbooks in the preparatory stage from the teachers' perspective in Amman City is high in all dimensions and the overall degree except for the dimension “belonging values” at a medium degree. The results also show no differences in the research sample’s response to the degree of inclusion of the global citizenship values attributable to the variables of gender, education sector, and number of years of experience. Given the results, this paper recommends paying attention to the belonging values in developing social studies textbooks.