English abstract
The study aimed to identify the reality of education for global citizenship in the Sultanate of Oman from the social studies teachers perspectives. In addition, the study attempts to examine the effect of a set of variables including gender, specialization, study stages and teaching experience.
To achieve the goals of the study a descriptive approach was used. The data was collected by using a questionnaire consisting of (57) items which divided into four domains: (a) justifications of giving emphasis to global citizenship education: (b) learning elements that are related to global citizenship education in social studies curriculum(c) teaching techniques and activities used by social studies teachers in teaching global citizenship themes: and (d) difficulties by social studies teachers encounter in their enhancement of global citizenship education. After checking the validity and reliability of the instrument, it was administered to a sample of (291) male and female social studies teachers from Muscat Governorate in the second semester of year 2011/2012.
The study reveals a range of interesting findings about the reality of global citizenship education. The data showed that Omani educational system needs to give more attention on global citizenship education. In addition, the study shows that the participants viewed that social studies curriculum focus moderately on the global issues with high focus on environmental issues. Furthermore, the activities that are more widely used by the participants were encouragement of students to express their opinions and respect other people's opinions in their teaching the topic of global citizenship education in addition to direct them to keep abreast with recent international trends. However, the participants reported that they encounter some difficulties in teaching the themes of global citizenship education.
The data showed no statistical significant differences at the level of significance (a < 0.05) in teachers' viewpoints of the reality of global citizenship education that can be attributed to the variables of gender, specialization, and teaching experience. However, the study revealed statistical significant differences at the level of (a < 0.05) in teachers'
viewpoints regarding the global themes that included in social studies curriculum which can be attributed to study level.
According the findings, the study highlighted some recommendation and suggested a set of topics for further future studies.
