This study aimed to explore the underlying relation between ICT and the factors that promote global citizenship among university undergraduate of Karachi, Pakistan through quantitative method approach. Globalization has had numerous and multifaceted effects on education policies and practices at various levels. Therefore, this study attempted to highlight the significance of ICT uses as a tool for fostering global citizenship among undergrads of both sectors in Karachi. The impact of ICT on factors that promote global citizenship among university students are also examined. The Global Citizenship Survey questionnaire was used for quantitative data. A total of 400 students from private and public sector universities participated in this study. The reliability of the responses calculated through Cronbach’s alpha and found to be almost 0.82 for all constructs. This indicates that responses are highly consistent within each construct. An advanced Multivariate Statistical tool “ Exploratory Factor Analysis” (EFA) was also carried out to identify the hidden pattern of the data and identify the most important factors of ICT that promote global citizenship. For the adequacy of data that is the data are suitable for the factor analysis Kaiser Meyer Olkin (KMO) criteria was considered and its value is found to be 0.784. This value indicates that the Global citizenship survey data are adequate and good enough to carry out factor analysis. For the interpretation and discussion of the results we consider first 5 factors with eigen value greater than 1. The results of factor analysis indicate that factors with items of high positive loading are the communication skill and world perspective. In the view of research findings it may be concluded that ICT promotes global citizenship among undergraduate university students.
Lima CO, Brown SW. ICT for development: Are Brazilian students well prepared to become global citizens? Educ Media Int 2007; 44(2): 141-153. https://doi.org/10.1080/09523980701295141
Plater WM. The context for international service learning: An invisible revolution is underway. In Bringle RG, Hatcher JA, Jones SG, Eds., International service learning: Conceptual frameworks and research, Sterling, VA: Stylus 2011; 32(1): pp. 29-56.
Tarrant MA. A conceptual framework for exploring the role of studies abroad in nurturing global citizenship. J Studies Int Educ 2010; 14(5): 433-451. https://doi.org/10.1177/1028315309348737
Aesaert K. Primary school pupils’ ICT competences: Extensive model and scale Development. Computer & Education 2015; 81: 326-344. https://doi.org/10.1016/j.compedu.2014.10.021
European Commission. Key competence for lifelong learning. European Referenc framework. Office for official publications of the European Communities 2008.
Masters JR. The relationship between number of response categories and reliability of Likert-type questionnaires. J Educ Measur 1974; 11: 49-53. https://doi.org/10.1111/j.1745-3984.1974.tb00970.x
Subedi BP. Using Likert Type Data in Social Science Research: Confusion, Issues and Challenges. Int J Contemp Appl Sci 2016; 3(2).
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2017 Shagufta Bibi, Zaira Wahab , Afaq Ahmed Siddiqi