Comparative Study of Common Core Curriculum Implementation in Urban and Rural Basic Schools in Ghana: Unveiling the Integration of Global Citizenship Education

Abstract

This study examined stakeholders' perspectives on the integration of Global Citizenship Education (GCE) into the Common Core Curriculum (CCC) in urban and rural basic schools in Ghana. A quantitative research approach was adopted and data was collected from 460 participants through a structured questionnaire. The analysis employed t-tests, ANOVA and Fisher’s F-tests to interpret the findings. The t-tests revealed significant differences in collaborative learning (t (458) = 3.008, p = 0.003), competency-based assessment opportunities (t (458) = -2.461, p = 0.014), and stakeholder engagement (t (458) = -2.087, p = 0.037), all favouring urban contexts. To test for variance differences, Fisher’s F-tests indicated significant disparities, such as in critical thinking and problem-solving skills (F (212, 246) = 2.215, p < 0.0001) and interpersonal skills (F (212, 246) = 0.029, p < 0.0001), reflecting urban schools' advantage due to greater resource availability and support systems. The study concludes that, although the CCC aims to standardize educational quality, rural settings face significant limitations in its effective implementation. It was recommended that adequate resources, enhanced teacher training, and context-sensitive policies should be provided to rural schools to promote equitable educational outcomes and ensure that the curriculum meets diverse educational needs across Ghana.

Full text

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1. Intr
o
Educat
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future
p
(2022))
learnin
g
(Moust
a
Ghana'
s
Curric
u
student
s
2023 ;
B
uneven
,
regions
Adam-
Y
and th
e
Gore e
t
largely
student
s
et al.,
2
curricu
l
educati
o
2023;
A
scarcer
,
their sp
Integra
t
additio
n
Estellé
s
succes
s
teacher
s
are oft
e
only o
n
their i
n
teacher
s
wideni
n
et al.,
2
a critic
educati
o
frame
w
all stud
2021;
E
imple
m
infrastr
u
o
duction
i
on is bro
a
p
athways
o
)
. A well-d
g
processe
s
a
fa et al., 2
s
commitm
e
u
lum (CCC
)
s
with esse
n
B
olat & De
n
,
revealing
(Buaben
g
Y
awson et
a
e
overall qu
t
al., 2017
)
on its effe
c
s
, parents,
a
2
021; Rai
&
l
um as a
p
o
n system
A
sante et
a
,
may quest
ecific educ
a
t
ing Global
n
al layer
o
s
& Fischm
a
s
in a glo
b
s
receive s
p
e
n unmet i
n
n
its curric
u
n
structional
s
in rural
n
g the educ
2
024). This
u
al issue: r
a
o
nal dispa
r
w
ork across
d
ents with t
h
E
sseh et
a
m
entation h
a
u
cture, mo
r
a
dly recog
n
o
f a count
r
esigned cu
r
s
, knowled
g
022; Spiel
e
nt to educ
a
)
as a maj
o
n
tial 21st-c
e
n
eme-Gen
ç
stark dis
p
g
, et al.
a
l., 2021).
T
ality of ed
u
)
. The suc
c
c
tive imple
m
a
nd school
&
Beresfor
d
p
ositive d
e
designed t
o
a
l., 2024).
ion the cur
r
a
tional nee
d
Citizenshi
p
o
f complex
i
a
n, 2020;
G
b
alised en
v
p
ecialised t
r
n
rural sch
o
u
lar design
methods (
B
areas may
ational gap
u
neven im
p
a
ther than
b
r
ities. The
the countr
y
h
e skills ne
c
a
l., 2024;
a
s been f
a
r
e qualifie
d
n
ised as th
e
r
y (Ahmed
r
riculum is
g
e acquisiti
o
et al., 2018
a
tional pro
g
o
r reform t
o
e
ntury skill
s
ç
oğlu, 2024
)
p
arities acr
o
2020; A
g
T
hese dispa
r
u
cation in t
h
c
ess of an
y
m
entation
a
administra
t
d
-Dey, 202
3
e
velopment
o
prepare
s
Conversel
y
r
iculum’s r
e
d
s (Esseh e
t
p
Educatio
n
i
ty (Addae
G
olden, 201
v
ironment;
r
aining and
o
ols. Conse
q
but also o
n
B
olat & D
e
face diffi
c
between u
r
p
lementatio
n
b
ridging t
h
curriculum
y
, with the
g
c
essary to t
h
Asante et
a
r from un
i
d
teachers,
104
e
foundati
o
and Moh
a
s
central to
o
n, and sk
i
8
; Darling-
H
g
ress, the
g
o
align the
s. (Kim et
a
)
. However
,
o
ss Ghana'
s
g
yeman A
m
r
ities raise
s
h
e country
y
educatio
n
a
nd the sup
p
t
ors (Chen
g
3
). In urba
n
that alig
n
s
tudents fo
r
y
, stakehol
d
e
levance to
t
al., 2024;
M
n
(GCE) an
d
, et al., 2
0
6). These s
k
however,
have acce
s
q
uently, th
e
n
teachers'
a
e
neme-Gen
ç
c
ulties in
fu
r
ban and r
u
n
of the C
C
h
e gap, the
was desi
g
g
oal of red
u
h
rive in a
g
al., 2024
)
n
iform, wit
h
and great
e
n of natio
n
a
mmed (20
2
an effecti
v
i
ll develop
m
H
ammond
e
g
overnment
system wi
t
a
l., 2019 ;
S
,
the imple
m
s
varied s
o
m
oako &
s
erious con
(Esseh et
a
n
al reform,
p
ort of key
g
, 2020; Ad
u
n
areas, sta
k
n
s with th
e
r
glo
b
al co
d
ers in rur
a
their local
c
M
ncube et
a
d
21st-cent
u
0
24; Bolat
k
ills are cr
u
effective i
m
s
s to adequ
a
e
effective
d
a
bility to e
m
ç
oğlu, 202
4
u
lly imple
m
u
ral student
s
C
C in urba
n
CCC ma
y
g
ned to of
fe
u
cing regi
o
g
lobalized e
c
)
. Howeve
r
h
urban s
c
e
r access t
o
Journal of
n
al develo
p
2
2); Ahme
v
e educati
o
m
ent across
t al., 2018)
introduced
t
h global s
t
S
piel et al.,
m
entation o
f
o
cioecono
m
Nyameky
e
c
erns abou
t
a
l., 2024;
M
including
stakeholde
r
u
-Gyamfi
e
k
eholders
g
ir expecta
t
m
petition
(
a
l areas,
w
c
ontexts an
d
a
l., 2023).
u
ry skills in
t
& Dene
m
u
cial for pr
e
m
plementa
t
a
te resourc
e
d
elivery of
m
bed these
4
). Without
m
enting th
e
s
(Ewulley
e
and rural
s
inadverte
n
fe
r a stand
a
o
nal inequa
l
c
onomy (A
r
, evidence
c
hools ben
e
o
education
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
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p
ment, sha
p
e
d and Mo
h
o
n system,
s
education
a
. In align
m
the Com
m
t
andards a
n
2018 ; Bos
f the CCC
h
m
ic and ge
o
e Otchere
,
t
education
a
M
ncube et a
l
the CCC,
r
s such as
t
e
t al., 2016;
g
enerally v
i
t
ions of a
(
Alam &
M
w
here resou
d its abilit
y
t
o the CCC
m
e-Gençoğl
u
e
paring stu
d
t
ion dema
n
e
s requirem
e
the CCC r
e
e
competen
c
t
sufficient
e
CCC, po
e
t al., 2023
s
chools un
d
n
tly widen
a
rdized ed
u
l
ities and p
r
A
da
m
-Yaws
o
e
suggests
e
fiting fro
m
n
al material
E
ducation
2
162-6952
1
5, No. 1
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in
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p
ing the
h
ammed
shaping
a
l levels
ent with
m
on Core
n
d equip
io et al.,
h
as been
o
graphic
,
2024;
a
l equity
l
., 2023;
depends
t
eachers,
Alonzo
i
ew new
modern
M
ohanty,
r
ces are
y
to meet
adds an
u
, 2024;
d
ents for
n
ds that
e
nts that
e
lies not
c
ies into
support,
tentially
; Asante
d
erscores
existing
u
cational
r
oviding
o
n et al.,
that its
m
better
s, while

rural s
c
that i
m
2020).
T
pronou
n
(De Vr
i
b
enefit
s
deman
d
the ed
u
Olugbe
n
Compo
u
imple
m
have i
prepar
e
Adu-G
y
few st
u
imple
m
challen
g
enviro
n
particu
l
succes
s
Addres
s
imple
m
access
t
identif
y
vital f
o
and stu
d
& Fis
c
percept
thereb
y
Aboag
y
nuance
d
critical
such a
n
in Gha
n
and un
d
across
u
Ho
1
:
T
imple
m
Ho
2
: T
h
GCE i
n
c
hools stru
g
m
pede effec
t
T
he challe
n
n
ced in rur
a
i
es, 2023;
K
s
of the CC
C
d
s of the 2
1
u
cational
d
n
ga & Ola
n
u
nding thi
m
entation o
f
dentified
g
e
dness, res
o
y
amfi et al.
,
u
dies hav
e
m
enting the
C
g
es faced
b
n
ments. Fu
r
l
arly those
s
or failure
o
s
ing these
m
entation o
f
t
o high-qu
a
y
ing the sp
e
o
r refining
t
d
ents in th
o
c
hman, 20
2
ions can o
f
y
informing
y
e & Yaws
o
d
understa
n
insights th
n
understan
d
n
a, regardle
derstand t
h
u
rban and r
u
T
here is
n
m
entation o
f
h
ere is no
s
n
to CCC be
t
g
gle with re
s
t
ive curric
u
n
ge of inte
g
a
l schools,
K
im et al.,
2
C
, particul
a
1
st century,
d
ivide bet
w
n
iyan, 2022
)
s issue is
f
the CCC i
n
g
eneral ch
o
urce allo
c
,
2016; Ess
e
e
directly
C
CC. This
g
b
y rural sc
h
r
thermore,
of parents
,
o
f cur
r
iculu
m
issues is c
r
f
the CCC
a
lity educa
t
e
cific barrie
t
he curricu
l
o
se context
s
2
0; De Vri
f
fer valuabl
future poli
c
o
n, 2020).
B
n
ding of th
e
at can gui
d
d
ing is esse
n
ss of their
g
h
e differen
t
u
ral setting
s
n
o statistic
a
f
the integra
t
s
tatistically
t
ween urba
n
s
ource sho
r
u
lum deliv
e
g
rating GC
E
where the
2
019; Gold
e
a
rly in foste
r
may not b
een urban
)
.
the limit
e
n
urban an
d
allenges r
e
c
ation, and
e
h et al., 2
0
compared
g
ap in rese
a
h
ools
a
nd
t
there is l
i
,
teachers,
m
reforms.
r
itical for
s
in urban a
n
t
ion across
rs to integr
a
l
um and d
e
(Spiel et a
l
es, 2023).
e
insights i
n
c
y decision
s
B
y addressi
n
e
factors in
f
d
e future p
o
n
tial to ens
u
g
eographic
t
ial imple
m
s
in Ghana.
a
lly signi
fi
t
ion of GC
E
significant
n
and ru
r
al
s
105
r
tages, poo
r
e
ry (Fredri
k
E
and 21st-
c
lack of res
o
e
n, 2016; S
p
ring global
e fully rea
l
and rural
e
d empiri
c
d
rural cont
e
e
lated to
curriculu
m
0
24; Ntumi
the exper
i
a
rch makes
t
he unique
i
ttle explo
r
and com
m
s
everal rea
s
n
d rural s
e
the countr
y
ating GCE
e
signing ta
r
l
., 2018; D
r
Finally, e
x
nto the cu
r
s
and curri
c
n
g these ga
p
f
luencing t
h
o
licy decisi
u
ring equit
a
location.
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h
m
entation o
f
This study
f
icant diff
e
E
into CCC
difference
s
ettings.
r
ly trained t
k
sen, 2023;
c
entury ski
l
o
urces and
p
iel et al.,
2
citizenship
l
ised in rur
a
students (
c
al researc
h
e
xts within
educationa
m
content
et al., 2023
i
ences of
it difficult
t
needs of t
e
r
ation of
h
m
unity me
m
s
ons. First,
e
ttings is e
s
y
(Opoku-
A
and 21st-c
e
r
geted inter
v
r
ake et al.,
2
x
ploring s
t
r
iculum’s r
e
c
ulum refor
m
p
s, this stu
d
h
e impleme
n
ons and e
d
a
ble educat
i
h
e purpose
f
the Com
m
was guide
d
e
rence in
t
between u
r
in terms o
f
Journal of
e
achers, an
d
Li, 2022;
ls into the
C
teacher tra
i
2
018). As a
and prepa
r
a
l areas, po
O
poku-As
a
h
examini
n
Ghana. W
h
l
reforms,
(Aboagye
; Opoku-A
s
urban an
d
t
o fully un
d
e
achers an
d
ow stakeh
o
m
bers in ru
r
understand
s
sential for
A
sare & Si
a
e
ntury skill
s
v
entions th
a
2
020; Kim
e
t
akeholders
’
e
levance i
n
m
s (Haile
&
d
y aims to
c
n
tation of t
u
cational r
e
i
onal outco
m
of the stud
y
m
on Core
d
by the foll
t
erms of
p
r
ban and ru
r
f
benefits i
n
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
h
d logistical
Kerkhoff
&
C
CC is par
t
ining is m
o
result, the
i
r
ing studen
t
o
tentially d
e
a
re & Sia
w
n
g the di
f
h
ile existin
g
such as
& Yawso
n
s
are & Sia
w
d
rural sc
h
d
erstand the
d
students
o
lders’ per
r
al areas s
h
d
ing the di
f
ensuring
e
a
w, 2015).
s
in rural s
c
h
at support
e
t al., 2019;
’ expectati
o
n
different
c
&
Mekonne
c
ontribute t
o
t
he CCC, p
r
e
forms. Ul
t
m
es for all
y
was to in
v
Curriculu
m
l
owing hyp
o
perception
r
al settings.
n
the integ
r
E
ducation
2
162-6952
1
5, No. 1
h
in
k
.org/jse
barriers
&
Cloud,
t
icularly
o
st acute
i
ntended
t
s for the
e
epening
w
, 2015;
f
ferential
g
studies
teacher
n
, 2020;
w
, 2015),
h
ools in
specific
in those
ceptions
h
ape the
f
ferential
e
quitable
Second,
c
hools is
teachers
Estellés
o
ns and
c
ontexts,
n, 2024;
o
a more
r
oviding
t
imately,
students
v
estigate
m
(CCC)
o
theses:
of the
r
ation of

Ho
3:

T
imple
m
2. Lite
r
2.1 Int
e
The in
t
educati
o
al., 20
2
knowle
awaren
e
for ad
d
Accord
CCC
p
globall
y
focus
e
interna
t
The C
C
robust
f
and glo
critical
l
inequal
comm
u
interco
n
underst
their li
v
The int
e
global
compet
proble
m
princip
l
essenti
a
Estellé
s
2022)
a
enhanc
e
ethical
promot
e
respon
s
Bosio
e
educati
o
opport
u
T
here is
n
m
entation o
f
r
ature Rev
i
e
gration of
G
t
egration o
f
o
n with th
e
2
4; Estellés
dge, skills,
e
ss of glob
a
d
ressing gl
o
ing to Ad
d
p
ositions G
y
compete
n
e
nsures tha
t
t
ional sphe
r
C
C emphas
i
f
ramework
f
o
bal justice
(
l
y analyse
a
ity, and po
v
u
nities and
b
n
nectednes
s
and the i
m
v
es.
e
gration of
awareness,
encies su
c
m
-solving
(
l
es not onl
y
a
l for peace
s
& Fischm
a
a
rgue that
e
students’
leadership
e
s social c
o
s
ibility, and
e
t al., 2023
)
o
nal comp
e
u
nities in a
g
n
o statistic
a
f
the integra
t
i
ew
G
CE into t
h
f
GCE into
e
demands
o
& Fischm
a
and values
a
l issues, r
e
o
bal chall
e
d
ae et al (2
0
hana’s ed
u
n
t citizens
w
t
students
r
es.
i
zes critical
f
or embed
d
(
Drake &R
e
a
nd addres
s
v
erty, fost
e
b
eyond (D
e
s
of global
m
pact of th
e
GCE into
t
promotin
g
c
h as di
g
(
Wag hi d, 2
0
y
prepare
s
ful coexist
e
a
n, 2020).
R
incorporati
n
outcomes,
, attribute
s
o
hesion by
collaborati
o
)
. Furtherm
e
titiveness i
n
g
lobalized j
a
lly signif
i
t
ion of GC
E
h
e CCC
Ghana’s
C
o
f an incre
a
a
n, 2020;
G
necessary
t
e
spect for c
u
e
nges (Ah
m
0
24) and
E
u
cation sys
t
w
ho remain
can navig
a
thinking,
p
d
ing GCE t
h
e
id, 2020;
K
s
pressing
e
ring their
p
e
Vries, 20
2
and local
e
ir actions
o
t
he CCC is
cultural d
g
ital liter
a
0
24; Bosio
s
tudents fo
r
e
nce and gl
o
R
esearcher
s
n
g GCE i
n
as the cu
r
highly v
a
teaching
s
o
n in addre
ore, aligni
n
n
te
r
nationa
l
ob market
(
106
fi
cant diffe
E
into CCC
C
CC is a t
r
a
singly inte
r
G
olden, 201
6
t
o thrive in
u
ltural div
e
m
ed & M
o
E
stellés and
t
em to ali
g
n
deeply co
n
a
te and co
n
p
roble
m
-so
l
h
emes such
K
im et al.,
2
global cha
l
p
otential a
s
2
3; Aboag
y
issues, GC
o
n the wor
l
guided by
s
d
iversity an
d
a
cy, ethic
a
o
et al., 2
0
r
success i
n
o
bal collab
o
s
(Waghid,
2
n
to the CC
C
r
riculum f
o
a
lued in t
h
s
tudents th
e
ssing share
d
n
g the CC
C
l
ly, equippi
n
(
Gore, 201
7
rence in
t
between u
r
r
ansformati
v
r
connected
6
). GCE se
such an en
v
e
rsity, and
a
o
hammed,
2
Fischman
g
n with gl
o
n
nected to
t
n
tribute m
e
l
ving, and
2
as human r
i
2
019). The
s
l
lenges, in
c
s
proactive
y
e & Yaws
o
E
nurtures
l
d and ho
w
s
everal key
d
empathy,
a
l decisio
n
0
23; Wang,
n
the work
f
o
ration (Bo
l
2
024; Wan
g
C
presents
o
sters criti
c
h
e global
e
e
importan
c
d
challeng
e
C
with glob
a
n
g students
7
; Fredrikse
Journal of
t
erms of
r
ban and ru
r
v
e initiativ
e
and compl
e
eks to equi
p
v
ironment
b
sense of s
h
2
022; Dra
k
(2020), G
C
o
bal trend
s
t
heir local
c
e
aningfully
2
1st-centur
y
i
ghts, susta
i
s
e themes e
m
c
luding cli
m
agents of
c
o
n, 2020).
B
a generati
o
w
global p
h
principles,
and devel
n
-making,
2023; Fr
a
f
orce but a
l
l
at & Dene
m
g
,2023; Ah
m
significan
t
c
al thinkin
g
e
conomy.
A
c
e of cultu
r
s (Waghid,
a
l standard
s
with the s
k
n
, 2023; A
d
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
h
challenges
r
al settings.
e
designed
e
x world (
A
i
p students
w
b
y fosterin
g
h
ared resp
o
k
e & Reid
,
C
E inclusi
o
s
while cu
contexts.
T
to both l
o
y
skills, pro
i
nable dev
e
m
power st
u
m
ate chang
e
c
hange wit
h
B
y highlig
h
o
n of lear
n
h
enomena i
n
including
f
l
oping 21st
and coll
a
a
nch, 2020
)
l
so cultivat
e
m
e-Genço
ğ
m
ed & Mo
h
t
opportuni
t
g
, adaptabi
l
A
dditional
l
r
al diversit
y
2024; Wa
n
s
enhances
k
ills neede
d
d
dae et al.,
2
E
ducation
2
162-6952
1
5, No. 1
h
in
k
.org/jse
in the
.
to align
A
ddae et
w
ith the
g
critical
nsibility
,
2020).
n in the
l
tivating
T
his dual
o
cal and
v
iding a
lopment,
u
dents to
e
, social
h
in their
h
ting the
ers who
n
fluence
f
ostering
-century
a
borative
)
. These
e
values
lu, 2024;
h
ammed,
t
ies that
l
ity, and
y, GCE
y
, global
n
g, 2023;
Ghana’s
d
to seize
2
024).

2.2 Per
c
Stakeh
o
integra
t
(CCC).
parents
,
collabo
r
Yaw so
n
the cu
r
negativ
under
m
Hardm
a
Urban
s
of the
C
compet
compet
suppor
t
opport
u
often r
e
interco
n
standar
d
In con
t
relevan
challen
g
which
h
Zweeri
s
CCC,
i
prioriti
e
econo
m
Mekon
n
electric
setting
s
context
curricu
l
involvi
n
owners
h
(Estell
é
2.3 Be
n
The int
Comm
o
student
s
rc
eptions o
f
o
lder perc
e
t
ing Globa
l
These per
c
,
students,
r
ation duri
n
n
, 2020). P
o
r
riculum,
e
e percepti
o
m
ine the cur
r
a
n & Sandi
,
s
takeholde
r
C
CC. They
encies, wh
i
itive gradu
a
t
ed by the
u
nities avai
l
e
cognize t
h
n
nected wo
d
s has fost
e
t
rast, rural
ce of the
g
es such a
s
h
inder the
s
et al., 20
2
i
ncluding i
t
e
s of rural
c
m
ic opportu
n
n
en, 2024;
L
ity, and le
a
s
(Olugben
g
s can illu
m
l
um imple
m
n
g stakeho
l
h
ip, ensuri
n
é
s & Fisch
m
n
efits of Int
e
egration o
f
o
n Core
C
s
with the
k
f
stakeholde
r
e
ptions are
l
Citizensh
i
c
eptions sh
a
and admi
n
n
g the im
p
o
sitive perc
e
e
ncouragin
g
o
ns can le
a
r
iculum's e
f
,
2024).
r
s, includin
g
appreciate
i
ch align w
i
a
tes (Hu &
relatively
b
l
able in urb
a
h
e CCC’s
p
rld (Opok
u
e
red higher
stakeholde
r
CCC in t
h
s
inadequat
e
effective i
m
2
3;

Wang e
t
t
s GCE c
o
c
ommunitie
n
ities over
L
e et al., 2
0
a
rning mat
e
g
a & Olani
y
m
inate the
m
entation
(
l
ders in th
e
n
g that th
e
m
an, 2020).
e
grating G
C
f
Global Ci
t
C
urriculum
k
nowledge,
r
s towards
t
a decisiv
e
i
p Educati
o
a
ped by the
n
istrators s
i
p
lementatio
n
e
ptions am
o
g
active p
a
a
d to resis
t
f
fectivenes
s
g
parents a
n
its empha
s
i
th contem
p
Guo, 2021
;
b
etter reso
u
a
n schools
p
otential to
-Asare &
S
l
evels of e
n
r
s frequent
h
eir conte
x
e
resources
,
m
plementa
t
t
al., 2024).
o
mponents,
s
. For insta
n
abst
r
act gl
o
0
17). Furth
e
e
rials, exa
c
y
an, 2022;
factors sh
a
(
Gore, 20
1
e
design a
n
e
curriculu
m
C
E into CC
C
t
izenship E
d
(CCC) o
ff
skills, and
107
t
he integra
t
e
factor in
o
n (GCE)
i
experienc
e
i
gnificantl
y
n
process
(
o
ng stakeh
o
a
rticipation
t
ance, dise
n
s
and broad
e
n
d educato
r
s
is on criti
c
p
orary edu
c
; Drake et
a
u
rces, infr
a
(Fredrikse
n
prepare st
u
S
iaw, 2015)
n
gagement
a
t
ly express
x
t. Teacher
s
,
insufficie
n
t
ion of the
These lim
i
is discon
n
n
ce, rural p
o
bal compe
e
rmore, th
e
c
erbates th
e
Wang et al
a
ping stak
e
1
7; Alam
&
n
d implem
e
m
better a
l
C
d
ucation (
G
ff
ers nume
r
attitudes r
e
t
ion of GC
E
determini
n
i
nto Ghana
e
s, expectat
i
y
influence
(
Haile &
M
o
lders often
and foste
r
n
gagement,
e
r acceptan
c
r
s, generall
c
al thinkin
g
c
ational tre
n
a
l., 2020).
T
a
structure,
a
n
, 2023). F
o
u
dents for
t
. Such alig
n
a
nd support
concerns
r
s
and par
e
n
t teacher t
r
curriculu
m
i
tations con
t
n
ected fro
m
arents may
t
encies em
p
e
lack of in
f
e
challenge
., 2024). A
e
holder per
c
&
Mohant
y
e
ntation pr
o
l
igns with
G
CE) and 2
1
r
ous trans
f
e
quired to t
h
Journal of
E
into CC
C
n
g the su
c
’
s Commo
n
i
ons, and p
r
stakehold
e
M
ekonnen,
result in e
n
r
ing its s
u
and even
c
e (Estellés
y
hold fav
o
g
, proble
m
-
s
n
ds and the
T
his positiv
a
nd profes
s
o
r example,
t
he global
j
n
ment with
among urb
r
egarding t
h
e
nts in rur
a
r
aining, an
d
m
(Aboagye
t
ribute to a
m
the imm
e
prioritize
v
p
hasized in
f
rastructure
,
s
of deliv
e
comparati
v
c
eptions a
n
y
, 2023).
M
o
cesses ca
n
their expe
c
1
st-century
fo
rmative
b
h
rive in an
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
h
c
cess or f
a
n
Core Cu
r
r
iorities of
t
e
r engage
m
2024; Ab
o
n
hanced su
p
u
ccess. Co
n
oppositio
n
s
& Fischm
a
o
urable per
s
olving, an
d
global de
m
v
e outlook i
s
s
ional dev
e
urban stak
e
job marke
t
h
global ed
u
b
an commu
n
h
e practic
a
a
l areas o
f
d
logistical
& Yawso
n
perception
e
diate reali
t
v
ocational s
k
the CCC
(
,
such as I
C
e
ring GCE
v
e analysis
n
d their i
m
M
oreover,
n
foster a
s
c
tations a
n
skills into
b
enefits, e
q
interconne
c
E
ducation
2
162-6952
1
5, No. 1
h
in
k
.org/jse
a
ilure of
r
riculum
t
eachers,
m
ent and
o
agye &
p
port for
n
versely,
n
, which
a
n, 2020;
ceptions
d
global
m
and for
s
further
lopment
e
holders
t
and an
u
cational
n
ities.
a
lity and
f
ten cite
b
arriers,
n
, 2020;
that the
t
ies and
k
ills and
Haile &
C
T tools,
in rural
of these
m
pact on
actively
s
ense of
n
d needs
Ghana’s
q
uipping
c
ted and

dynam
i
Moha
m
promot
e
cultiva
t
Concur
r
proble
m
increas
i
Denem
e
meanin
landsc
a
Urban
s
to their
progra
m
student
s
citizen
s
student
s
pedago
g
2023).
technol
globali
z
Additi
o
cultura
l
in dive
r
greater
to inter
n
2.4 Ch
a
The i
n
Curric
u
b
asic s
c
infrastr
u
of GC
E
2017;
O
to loca
context
resourc
classro
o
imple
m
2022).
A
perceiv
stakeh
o
i
c global e
n
m
med, 2024
e
s an unde
r
t
es a shar
e
r
ently, the
m
-solving,
i
ngly com
p
e
-Gençoğl
u
gful contri
a
pe.
s
chools are
access to
a
m
s. These s
s
to engag
e
s
hip and
w
s
frequent
l
g
ical appr
o
This exp
o
ogical adv
a
z
ed world.
o
nally, GC
E
l
difference
s
r
se societie
access to
m
n
alize thes
e
a
llenges in
t
n
tegration
o
u
lum (CCC
)
c
hools. Ur
b
u
cture, an
d
E
concepts
O
poku-Asa
r
l realities,
s (Drake
&
es, inadeq
u
o
ms and
m
entation (
A
A
dditionall
e GCE po
s
o
lders often
n
vironment
). Bosio et
r
standing o
f
e
d sense
integration
and digit
a
p
etitive a
n
u
, 2024).
butions to
particularl
y
a
dvanced re
chools oft
e
e
with glo
b
w
orkforce
r
l
y benefit
o
aches that
o
sure prov
a
ncements,
E
fosters va
s
, which ar
e
s (Estellés
m
ulticultura
l
e
values an
d
t
he integra
t
o
f Global
)
faces sign
i
b
an schools
d
professio
n
like digita
l
r
e & Siaw,
as urban
t
&
Reid, 20
2
u
ate teach
e
limited a
c
A
boagye &
y, urban st
a
s
itively due
view it as
l
(Gore, 201
al. (2023)
f
global iss
u
o
f respon
s
of 21st-ce
n
a
l literacy
n
d dynami
c
Together,
both thei
r
y
well-posi
t
s
ources, s
m
n utilize te
c
b
al perspe
c
r
eadiness (
G
from ICT
align with
i
des them
and cultur
a
l
ues such
a
e
essential
f
& Fischm
a
l
environm
e
d
translate t
h
t
ion of GC
E
Citizenshi
p
i
ficant chal
l
benefit fro
m
n
al develop
m
literacy a
n
2015). Ho
w
t
eachers o
ft
2
0). Conv
e
e
r training
c
cess to
e
Yawson,
2
a
keholders,
to its alig
n
l
ess releva
n
108
1
7; Fredrik
s
highlight
t
u
es, fosters
s
ibility for
ntury skill
s
equip stu
d
c
global
w
these co
m
r
local co
m
t
ioned to h
a
m
aller class
c
hnology-e
n
c
tives and
d
G
ore, 201
7
tools, dig
internatio
n
with a
d
a
l diversity,
a
s empathy,
f
or promoti
n
a
n, 2020;
G
e
nts and gl
o
h
em into m
e
E
into CC
C
p
Educatio
n
l
enges sha
p
m
relativel
y
m
ent oppo
r
n
d global
a
w
ever, gap
s
ft
en struggl
e
e
rsely, rura
l
g
, and po
o
e
lectricity
2
020; Zwe
e
including
p
n
ment wit
h
n
t to their i
m
s
en, 2023;
A
t
hat Global
an appreci
addressin
g
s
such as c
d
ents to
n
w
orkforce
m
ponents
e
m
munities
a
a
rness the b
e
sizes, and
c
n
hanced le
a
d
evelop cr
i
7
; Mncube
,
ital learni
n
n
al educati
o
d
eeper un
d
enabling t
h
ethical de
c
n
g peacefu
l
G
olden, 201
o
bal networ
k
e
aningful a
c
n
(GCE)
i
p
ed by disp
a
y
better acc
r
tunities, e
n
a
wareness (
F
remain in
e
to adapt
l
schools s
t
o
r infrastr
u
or digital
e
ris et al.,
2
p
arents and
h
global jo
b
m
mediate v
o
Journal of
A
ddae et a
l
Citizenshi
p
a
tion of cu
l
g
critical
r
itical thin
k
n
avigate th
e
(De Vrie
s
e
mpower
l
a
nd the br
o
e
nefits of
G
c
omprehens
i
a
rning envi
r
tical comp
e
2023). F
o
n
g platfor
m
o
nal standa
r
erstanding
h
em to nav
i
c
ision-maki
l
coexisten
c
6). Urban
s
k
s, which e
n
c
tion.
i
nto Ghan
a
a
rities betw
e
ess to teac
h
n
abling a s
m
F
redriksen,
contextuali
GCE to s
p
t
ruggle wit
h
u
cture, suc
h
tools, w
h
2
023; Olug
b
education
a
b
market de
o
cational a
n
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
h
l
., 2024; A
h
p
Educatio
n
l
tural diver
s
global ch
a
k
ing, colla
b
e demand
s
s
, 2023;
B
learners t
o
oa
d
er inte
r
G
CE integr
a
ive teacher
ronments,
a
etencies fo
o
r exampl
e
m
s, and in
t
r
ds (Mncu
b
of global
i
gate and e
x
i
ng, and re
s
c
e and colla
b
s
tudents of
t
e
nhance the
i
a
’s Comm
o
een urban
a
h
ing resour
c
m
oother in
t
2023; Go
r
i
zing globa
l
pecific co
m
h a severe
h
as over
c
h
ich hind
e
b
enga &
O
a
l leaders,
g
e
mands, w
h
n
d econom
i
E
ducation
2
162-6952
1
5, No. 1
h
in
k
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h
med &
n
(GCE)
s
ity, and
a
llenges.
b
oration,
s
of an
B
olat &
o
make
r
national
a
tion due
training
a
llowing
r global
e
, urban
t
eractive
b
e et al.,
issues,
x
cel in a
s
pect for
b
oration
t
en have
i
r ability
o
n Core
a
nd rural
c
es, ICT
t
egration
r
e, et al.
l
themes
m
munity
lac
k
of
c
rowded
e
r GCE
O
laniyan,
g
enerally
h
ile rural
i
c needs,

prioriti
z
et al., 2
rural a
r
lived e
x
travel
interac
t
2024;
A
allocati
stronge
r
equitab
3. Met
h
3.1 Res
This s
t
imple
m
approa
c
the stu
d
3.2 Po
p
The po
p
includi
n
school
s
metho
d
regions
geogra
p
four re
g
were s
e
At the
selecte
d
each o
f
were s
e
ensurin
school
f
selecte
d
distrib
u
z
ing practi
c
017). Lang
u
r
eas, where
x
periences
(
distances,
t
ive and pa
r
A
lam & M
o
on, contex
t
r
stakehol
d
ly from G
C
h
ods
earch Appr
o
t
udy empl
o
m
entation o
f
c
h was sel
e
d
y’s reliabil
i
p
ulation an
d
p
ulation of
n
g teachers
s
to captur
e
d
was used
i
, was div
i
p
hical dyna
m
g
ions
(
Acc
r
e
lected to r
e
second sta
g
d
, totalling
f
the distric
e
lected, te
a
g that the s
a
f
or a mini
m
d
using Kr
e
u
tion is sho
w
c
al skills li
k
u
age barrie
r
students
o
(
Golden, 2
0
high stu
d
r
ticipatory t
e
o
hanty, 202
3
t
-sensitive
d
er engage
C
E integrati
o
o
ach
o
yed a qu
f
the CCC
e
cted for it
s
i
ty and vali
d
Samp
l
e
this study
f
, school le
a
e
a range
o
i
n selectin
g
i
ded into
t
m
ics: the
C
r
a, Ashanti,
e
flect diver
s
g
e, four di
s
16 districts
ts selected.
a
chers wer
e
a
mple was
m
um of six
y
e
jcie and
M
w
n in Table
k
e agricultu
r
r
s and cult
u
o
ften face
d
0
16; Estell
é
d
ent-teacher
e
aching me
t
3
). These d
t
eacher tra
i
m
ent to e
n
o
n and are
p
a
ntitative
r
across ur
b
s
ability to
d
ity.
f
ocused on
k
a
ders, and
c
o
f socioec
o
g
the sampl
e
t
hree geog
r
C
oastal Belt
Eastern a
n
s
e geograp
h
tricts (2 ur
b
. In the ne
x
The total
n
e
randomly
u
nbiased.
O
y
ears were
e
M
organ's (
1
1.
109
u
re and cra
ft
u
ral differe
n
d
ifficulties
r
é
s & Fisch
m
r
ratios, a
n
thods esse
n
d
isparities u
n
i
ning, curr
i
n
sure that
p
repared fo
r
r
esearch d
e
b
an and r
u
generate b
r
k
ey stakeh
o
c
urriculum
o
nomic an
d
e
for the st
u
r
aphical z
o
t
, Middle B
e
n
d Norther
n
h
ical, cultu
r
b
an and 2
r
x
t stage, 5
s
n
umber sc
h
chosen u
s
O
nly teache
r
e
ligible for
1
970) sam
p
ft
smanship
(
n
ces further
r
elating ab
s
m
an, 2020).
n
d incons
i
n
tial for GC
n
derscore t
h
i
culum ad
a
both urba
n
r
global an
d
e
sign to c
u
ral setting
s
r
oad, gener
o
lders withi
leads recr
u
d
geograph
i
u
dy.

In the
o
nes base
d
e
lt, and No
r
n
) were ran
d
r
al, and ec
o
r
ural) with
i
s
chools wer
h
ools selec
t
s
ing a sim
p
r
s who had
the study. I
n
p
le size de
t
Journal of
(
Haile &
M
exacerbate
s
tract glob
a
Logistical
i
stent atte
n
E
delivery
(
h
e need fo
r
p
tation to
n
and rur
a
d
local chal
l
o
mprehens
i
s
in Ghan
a
a
lizable fi
n
n
Ghana’s
e
u
ited from
b
i
cal conte
x
first stage,
on their
r
thern Belt
.
d
omly sele
c
o
nomic con
t
i
n each reg
i
e
also rand
o
ed were 8
0
p
le random
been conti
n
n
all, a sa
m
ermination
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
h
M
ekonnen,
2
these chall
a
l concepts
issues suc
h
n
dance co
m
(
Hardman
&
r
equitable
r
local reali
t
a
l students
l
enges.
i
vely exa
m
a
. The qu
a
n
dings that
e
ducational
b
oth urban
a
x
ts. The m
u
Ghana, wi
t
socio-cult
u
.
From the
s
c
ted. Thes
e
t
exts withi
n
g
ion were r
a
o
mly selec
t
0
. After the
sampling
n
uously te
a
m
ple size of
table. Th
e
E
ducation
2
162-6952
1
5, No. 1
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in
k
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2
024; Le
enges in
to their
h
as long
m
plicate
&
Sandi,
r
esource
t
ies, and
benefit
m
ine the
a
ntitative
enhance
system,
a
nd rural
u
ltistage
t
h its 16
u
ral and
e zones,
regions
n
Ghana.
a
ndomly
t
ed from
schools
method,
a
ching in
480 was
sample

Table 1
Geo
g
r
Zone
Coast
a
Middl
e
North
e
Total
Table
1
geogra
p
3.3 Da
t
The su
r
The ite
m
imple
m
where
p
"strong
l
percept
assigne
ensurin
high v
a
Tayako
l
that the
Quanti
t
inferen
t
used t
o
Whitne
y
b
etwee
n
variati
o
insight
s
The re
s
prior t
o
explain
partici
p
protect
records
. Sample
D
aphical
N
R
a
l Belt
e
Belt
e
rn Belt
1
shows t
h
p
hical zone
.
t
a instrume
n
r
vey consis
t
m
s of the
q
m
entation o
f
p
articipant
s
l
y disagre
e
ions (Hiro
s
d to each r
e
g clarity a
n
a
lue sugges
t
l and Denn
i
items effe
c
t
ative data
t
ial statisti
c
o
summaris
e
y
U-test, a
n
n
urban a
n
o
ns in stak
s
into the i
m
s
earch adh
e
o
their inv
o
ing the stu
d
p
ants, inclu
d
participan
t
and public
a
D
istributio
n
N
umber
of
R
e
g
ions
N
4
7
5
16
h
e number
o
.
n
t and anal
y
t
ed of stru
c
q
uestionnai
f
CCP. The
q
s
may indi
c
e
" to "str
o
s
e & Cres
w
e
sponse. W
e
n
d reliabilit
y
t
s internal
c
i
ck (2011),
c
tively mea
s
collected
c
al method
s
e
biodata.
I
n
d Fisher’s
n
d rural s
c
eholders’
p
m
plementati
e
red to ethi
c
o
lvement i
n
d
y’s purpo
s
d
ing the ri
g
t
s’ identitie
a
tions.
N
umber o
f
Regions
Selected
1
2
1
4
o
f regions,
y
sis
c
tured ques
t
r
e measure
q
uestionnai
r
c
ate their
l
o
ngly agre
e
w
ell, 2023
)
e
conducte
d
y
. The Cro
n
c
onsistency
a Cronbac
h
s
ure the stu
d
from the
s
s
. Descripti
I
nferential
s
F-test to e
x
hools. Thi
s
p
erceptions
,
on of the C
c
al guideli
n
n
the study
.
s
e, proced
u
g
ht to with
d
s, pseudon
y
110
f
Numb
e
Distr
i
selec
t
4
8
4
16
district, s
c
t
ionnaire p
r
e
d the perc
e
r
e items w
e
l
evel of a
g
e
." The s
c
)
. A nume
r
d
a pilot tes
n
bach's Al
p
among th
e
h
's Alpha o
f
dy's core c
o
s
takeholde
r
i
ve statistic
s
tatistical t
e
x
amine pot
e
s
analysis
,
challenge
CC across
d
n
es, and c
o
.
Participa
n
u
res, potent
i
d
raw from
t
y
ms were
e
r of
i
ct
t
ed
N
u
S
c
Se
l
c
hools, an
d
r
imarily fea
t
e
ption, cha
l
e
re assesse
d
g
reement o
r
c
ale accur
a
r
ical numb
t involving
p
ha of the
4
e
items in t
h
f
0.85 is co
n
o
nstructs.
r
s were an
s, includin
g
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chniques
a
e
ntial diffe
r
allowed f
o
s, and ex
p
d
iverse edu
c
o
nsent was
n
ts receive
d
i
al risks a
n
t
he study a
t
used in pl
a
Journal of
u
mber
of
c
hools
l
ected
20
40
20
80
d
teachers
s
t
uring clos
e
l
lenges and
using a fiv
r
disagree
m
a
tely meas
u
er ranging
30 teacher
s
4
2 items yi
e
h
e question
n
n
sidered ac
c
a
lysed usi
n
g
percenta
g
a
nalysis in
c
r
ences in C
C
o
r an in-d
e
p
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tions,
p
c
ational co
n
obtained f
r
d
a detaile
d
d benefits,
t
any time
w
a
ce of real
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
h
Number
o
Teacher
Selecte
d
120
240
120
480
s
elected fr
o
ed
-ended q
u
expectatio
v
e-point Li
k
m
ent, rangi
n
u
res attitu
d
from 1 t
o
s
for the p
u
e
lded 0.85
n
aire. Acc
o
c
eptable, i
n
n
g descrip
t
g
es and me
c
lu
d
ed t-te
s
C
C imple
m
e
pth assess
m
p
roviding
v
n
texts in G
h
r
om all par
t
d
informati
o
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r
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ithout pe
n
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5, No. 1
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f
s
d
o
m each
u
estions.
n
of the
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ert scale,
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o
5 was
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rpose of
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t, Mann
m
entation
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ent of
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aluable
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t
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o
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ights as
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all data

4. Res
u
4.1 De
m
In all
demog
r
Table 2
c
h
G
e
F
e
M
T
o
A
g
2
0
3
1
4
1
5
1
T
o
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D
i
Fi
r
S
e
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6
-
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7
2
8
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b
T
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lts and dis
m
ographic
c
460 quest
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aphic char
a
. Demogra
p
h
aracteristic
e
nde
r
e
male
M
ale
o
tal
g
e (years)
0
- 30
1
- 40
1
- 50
1
– 60
o
tal
i
ghest acad
e
i
ploma
rst Degree
e
cond Degr
e
o
tal
e
ars Teachi
n
-
16
7
- 27
8
- 38
b
ove 38
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tal
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c
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t
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w
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cteristics o
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hic Chara
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n
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catio
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ce
111
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e
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ts are indi
c
Responde
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nting 95.
8
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ated in Ta
b
ts
Freq
u
Journal of
8
% of the
b
le 2.
u
ency
206
254
460
26
154
177
103
460
74
301
85
460
138
207
89
26
460
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
h
responde
n
Perc
4
4
5
5
10
0
5
3
3
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E
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2
162-6952
1
5, No. 1
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in
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.org/jse
n
ts. The
e
nt
4
.8
5
.2
0
.0
5
.6
3
.5
8
.5
2
.4
0
.0
6
.1
5
.4
8
.5
0
.0
0
.0
5
.0
9
.3
5
.7
0
.0

As sho
w
and ex
p
initiati
v
can co
n
unique
the tra
n
4.2 Per
c
Respo
n
CCC.
T
Table 3
Va r i
a
KS
C
SS
G
PG
S
IGC
N
PC
L
CO
C
LB
S
LT
B
KSC=2
PGSIE
=
collabo
r
LBSE
=
The st
a
b
etwee
n
with 21
Global
knowle
the abi
l
((t (45
8
suppor
t
collabo
r
Compe
t
engage
m
0.040).
infrastr
u
w
n in Tabl
e
p
erienced t
e
v
es such as
t
n
tribute to
i
needs and
e
n
sformative
rc
eption of
G
n
dents were
T
he results
f
.

Perceptio
n
ables Dif
f
C
-
0
G
J -
0
S
IE
0
N
0
L
0
C
BA
‐
0
S
E
‐
0
B
‐
0
2
1st-centur
y
=
Promote
G
r
ative lear
n
=

Lack Broa
a
tistical ev
i
n
rural an
d
st-century
s
Citizenshi
p
dge to be r
e
l
ity of Glo
b
8
) = 0.233,
t
for stude
n
r
ative lea
r
t
ency-Base
d
m
ent ((t(4
5
These diff
e
u
cture bet
w
e
2, the de
m
e
aching w
o
t
he integra
t
i
nclusive p
e
e
xperience
s
potential o
f
G
lobal Citi
z
required to
f
rom respo
n
n
of Global
f
erence
0
.125
0
.210
0
.022
0
.027
0
.227
0
.213
0
.234
0
.177
y
Skills; SS
G
G
ender and
n
ing; COC
B
der Stakeh
o
i
dence fro
m
d
urban are
s
kills, (t (4
5
p
Educatio
n
e
levant in a
n
b
al Citizens
h
p = 0.81
6
n
ts to get li
f
r
ning ((t(
4
d
Assessm
e
5
8) = -2.08
7
e
rences lik
e
w
een rural a
n
m
ographic c
h
o
rkforce, w
h
ion of GC
E
e
dagogical
p
s
of student
f
GCE.
z
enship Ed
u
indicate th
e
n
dents are s
h
Citizenshi
p
t
(Observed
value)
-1.272
-2.418
0.233
0.424
3.008
‐2.461
‐2.087
‐2.065
G
J= Suppo
r
Social Incl
B
A= Creati
n
o
lder Enga
g
m
Table 3
a
s regardi
n
5
8) = -1.27
,
n
as key
t
n
y commu
n
h
ip Educati
6
). Howeve
r
f
elong goal
4
58) = 3
.
e
nt ((t(458
7
, p = 0.0
3
e
ly reflect t
h
n
d urban a
r
112
h
aracteristi
c
h
ich is crit
i
E
into the C
C
p
ractices a
n
t
s from all
b
u
cation am
o
eir percepti
h
own in Ta
b
p
Education
(Cr
i
va
1.
9
1.
9
1.
9
1.
9
1.
9
1.
9
1.
9
1.
9
r
t for Stude
n
l
usive Educ
n
g Opportu
n
g
ement; LT
B
revealed
n
n
g Global
C
,
p = 0.204
)
t
o providi
n
n
ity. A simi
l
i
on to pro
m
r
, significa
n
s and jobs
.
008, p
=
) = -2.461
3
7),

and
l
h
e dispariti
e
r
eas. For in
s
c
s of respo
n
i
cal for the
C
C. Also,
a
n
d curricul
u
b
ackground
o
ng Rural a
n
on about t
h
b
le 3.
among Ru
r
|t|
i
tical
l
ue)
D
9
65
4
9
65
4
9
65
4
9
65
4
9
65
4
9
65
4
9
65
4
9
65
4
n
ts to get L
i
ation; IGC
N
n
ity for Co
m
B
=

Lack of
n
o signific
C
itizenship
)
. This sug
g
n
g learners
l
ar observa
t
m
ote gender
n
t differen
c
((t(458) =
-
=
0.003),
, p = 0.0
1
l
ack of tex
t
e
s in resour
s
tance, rur
a
Journal of
n
dents indic
successful
a
gende
r
-
b
a
l
u
m adaptati
s
, ensuring
n
d Urban
A
e integrati
o
r
al and Urb
a
D
F p-v
a
(Two-
t
58 0.
2
58 0.
0
58
0.8
58
0.6
58
0.
0
58
0.
0
58
0.
0
58
0.
0
i
felong Go
a
N
= ; PCL=
p
m
petency-B
Textbooks
a
nt differe
n
Education
g
ests that b
o
with the
r
t
ion was al
s
and social
i
c
es were o
b
-
2.218, p
=
creatin
g
1
4),

lack
b
t
books ((t(
4
c
e availabi
l
a
l areas mig
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
h
c
ate a well-
q
implemen
t
l
anced part
i
i
on that ad
d
equitable
a
A
reas
o
n of GCE i
n
an Areas
a
lue
t
ailed) al
p
2
04
0
0
16
0
8
16
0
6
72
0
0
03
0
0
14
0
0
37
0
0
40
0
a
ls and Job
s
p
romoting
ased Asses
s
n
ce in per
equipping
o
th groups
p
r
equired s
k
s
o made co
n
inclusive e
d
b
served co
n
=
0.016), pr
g
opportu
n
b
roader sta
k
4
58) = -2.
0
l
ity and ed
u
g
ht experie
n
E
ducation
2
162-6952
1
5, No. 1
h
in
k
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q
ualified
t
ation of
i
cipation
d
ress the
a
ccess to
n
to
p
h
a
0
.05
0
.05
0
.05
0
.05
0
.05
0
.05
0
.05
0
.05
s
;
s
ment
c
eptions
learners
p
erceive
k
ills and
n
cerning
d
ucation
n
cerning
o
moting
n
ity for
k
eholder
0
65, p =
u
cational
n
ce more

signifi
c
which
c
4.3 Be
n
The re
s
b
enefit
s
(Two-t
a
several
of the t
w
Table 4
ELK
G
ELK
G
TLF
S
TLF
S
ELK
A
ELK
A
ELC
T
ELC
T
EEC
E
EEC
E
PISE
PISE
EEC
G
EEC
G
PUD
P
PUD
P
Table
4
respon
d
effecti
v
progra
m
b
enefit
s
and s
u
import
a
A Fi sh
e
The res
c
ant challe
n
c
ould expla
i
n
efits of Int
e
s
earchers
a
s
of integr
a
iled test)
w
variables r
w
o-sample
. Descripti
v
Var i
a
G
C | Locat
i
G
C | Locat
i
S
I | Locatio
n
S
I | Locatio
n
A
VRD | Lo
c
A
VRD | Lo
c
T
PSS | Loc
a
T
PSS | Loc
a
E
R | Locati
o
E
R | Locati
o
I | Locatio
n
I | Locatio
n
G
E | Locati
G
E | Locati
P
RRL | Lo
c
P
RRL | Lo
c
4
shows t
h
d
ents. This
v
ely due to
t
m
s. Despite
s
of GCE,
u
pporting
d
a
nce of GC
E
e
r’s F-test
w
ults are dis
p
n
ges in sta
k
i
n the nega
t
e
grating Gl
o
a
imed to e
x
ating GC
E
w
as condu
c
elated to G
compariso
n
v
e Statistics
a
ble
i
o
n
-Rural
i
o
n
-Urban
n
-Rural
n
-Urban
c
atio
n
-Rur
a
c
atio
n
-Urb
a
a
tio
n
-Rural
a
tio
n
-Urba
n
on
-Rural
on
-Urban
n
-Rural
n
-Urban
o
n
-Rural
o
n
-Urban
c
atio
n
-Rur
a
c
atio
n
-Urb
a
h
at urban
r
suggests t
h
t
heir greate
r
the differe
n
especially
i
d
emocratic
E
across G
h
w
as furthe
r
p
layed in T
a
k
eholder e
n
t
ive percept
o
bal Citize
n
x
amine wh
e
E
into CC
c
ted to co
m
CE. Tables
n
.
-Benefits
o
Obs
.
213
247
213
247
a
l 213
an
247
213
n
247
213
247
213
247
213
247
l 213
an
247
r
espondent
s
h
at urban s
r
access to
r
n
ces in me
a
i
n fosterin
g
education.
h
ana.
r
performe
d
a
ble 3 belo
w
113
n
gagement
t
ions in the
s
n
ship Educ
a
e
ther signi
f
between r
u
m
pare the v
a
4 and 5 p
r
o
f Global C
i
.
Minim
u
1.00
0
1.00
0
1.00
0
1.00
0
3.00
0
2.00
0
1.00
0
2.00
0
2.00
0
2.00
0
1.00
0
1.00
0
1.00
0
1.00
0
1.00
0
1.00
0
s
generall
y
s
chools ma
y
r
esources s
u
a
ns, rural a
n
g
respect f
o
This indi
c
d
to determ
w
.
(LBSE) a
n
s
e areas co
m
a
tion into
G
f
icant diffe
u
ral and u
r
a
riance bet
w
r
esent the d
e
i
tizenship
E
u
m Max
i
0
5.
0
0
5.
0
0
5.
0
0
5.
0
0
5.
0
0
5.
0
0
5.
0
0
5.
0
0
5.
0
0
5.
0
0
5.
0
0
55.
0
5.
0
0
5.
0
0
5.
0
0
5.
0
y
report hi
g
y
be better
u
ch as text
b
n
d urban re
s
o
r diversity
,
c
ates a w
i
i
ne whethe
r
Journal of
d access t
o
m
pared to u
r
G
hana’s Sch
o
r
ences exi
s
r
ban areas
.
w
een these
e
scriptive s
E
ducatio
n
i
mum M
e
0
00 4.
1
0
00 4.
3
0
00 3.
6
0
00 3.
8
0
00 4.
0
0
00 4.
0
0
00 4.
1
0
00 4.
2
0
00 3.
9
0
00 4.
1
0
00 4.
0
0
00 4.
5
0
00 3.
7
0
00 3.
9
0
00 4.
0
0
00 4.
1
g
her mean
equipped
t
b
ooks, tech
n
s
pondents
a
,
p
r
omotin
g
i
despread
r
r
significa
n
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
h
o
textbook
s
r
ban region
o
o
l
Curric
u
s
t in the p
e
.
A Fisher
'
two grou
p
s
tatistics an
d
e
an S
t
devi
a
1
46 0.
7
3
20 0.
8
6
57 0.
8
8
62 0.
9
0
23 0.
7
0
69 0.
8
1
78 1.
0
2
71 0.
6
9
72 0.
7
1
01 0.
7
0
61 0.
7
5
14 4.
6
7
09 1.
1
9
60 0.
9
0
09 0.
8
1
42 0.
8
values th
a
t
o implem
e
n
ology, and
a
gree on th
e
g
ethical re
a
r
ecognition
n
t differenc
e
E
ducation
2
162-6952
1
5, No. 1
h
in
k
.org/jse
s
(LTB),
s.
u
lum
e
rceived
'
s F-test
s across
d
results
t
d.
a
tion
7
48
8
11
8
85
9
44
7
23
8
06
0
17
6
83
7
00
7
00
7
84
6
40
1
53
9
40
8
18
8
74
a
n rural
e
nt GCE
training
e
overall
a
soning,
of the
e
s exist.

Table 5
Va r i a
b
ELK
G
TLFS
ELK
A
ELC
T
EEC
E
PISE
I
EEC
G
PUD
P
From
T
learner
s
0.850,
p
0.330),
equipp
i
0.805,
p
urban
e
citizen
s
promot
e
compo
n
Howev
e
thinkin
g
246) =
b
etwee
n
emplo
y
likely
p
educati
o
enviro
n
intellig
e
varianc
4.4 Ch
a
The in
t
import
a
the ch
a
Educat
i
test wa
s
. Fisher's F
-
b
les R
a
G
C
0.
8
I 0.
8
A
VRD
0.
8
T
PSS
2.
2
ER
1.
0
I
0.
0
G
E
1.
5
P
RRL
0.
8
T
able 5, n
o
s
with kno
w
p
= 0.223).
enhancing
i
ng student
s
p
= 0.104).
e
nvironme
n
s
hip knowl
e
s democ
r
n
ents of G
C
e
r, a signi
fi
g
and probl
2.215, p <
n
rural an
d
y
ability an
d
p
erceive G
o
nal reso
u
n
ments. Ur
b
e
nce devel
o
e.
a
llenges of
i
t
egration
o
a
nt but it is
a
llenges fa
c
i
on (GCE)
i
s
performe
d
-
test -Rural
-
a
tio
(Ob
s
v
a
8
50
0.850
8
78 0.878
8
05 0.805
2
15 2.215
0
00 1.000
0
29 0.029
5
04 1.504
8
76 0.876
o
significa
n
w
ledge abo
u
The same
w
empathy
a
s
with kno
w
This cons
i
n
ts, there
a
edge, trai
n
r
atic value
s
C
E is fairly
u
fi
cant differ
e
e
m
-solving
0.0001, pr
o
d
urban re
s
d
competiti
v
CE as mo
r
u
rces, tec
h
b
an areas
m
o
pment, an
d
i
ncorporati
n
o
f Global
C
not there
w
c
ed by bo
t
i
nto the ne
w
d
and Table
-
Urban Co
m
F
s
erved
a
lue)
(
n
t variance
u
t their exi
w
as observe
a
nd ethical
w
ledge, atti
t
stency sug
g
a
re shared
n
s them in
s
. These
f
u
niform ac
r
e
nce in va
r
skills (EL
C
o
moting in
t
s
pondents,
v
eness, (F(
2
r
e effectiv
e
h
nology, a
n
m
ay offer
m
d
preparati
o
n
g Global
C
C
itizenship
w
ithout ch
a
h
rural an
d
w
curricul
u
6 presents
t
114
m
parison o
n
F
(
Critical
value)
D
1.296
2
1.296
2
1.296
2
1.296
2
1.296
2
1.296
2
1.296
2
1.296
2
was foun
d
i
stence as
g
e
d for socia
l
reasoning,
t
udes, and
v
g
ests that,
d
views on
n
social ju
s
f
indings c
o
r
oss differe
n
r
iance was
C
TPSS) be
t
t
erpersonal
F(212, 24
6
2
12, 246)
=
e
in these
n
d studen
t
m
ore oppo
o
n for a gl
o
C
itizenship
Education
a
llenges. In
d
urban ar
u
m. To anal
y
t
he results.
n
D
F1
D
2
12 2
2
12 2
2
12 2
2
12 2
2
12 2
2
12 2
2
12 2
2
12 2
d
between
r
g
lobal citiz
e
l
justice tra
i
(F(212, 2
4
v
alues to re
s
d
espite the
how GCE
s
tice, foste
o
uld indic
a
n
t regions.
found in e
q
t
ween rural
skills and
e
6
) = 0.02
9
=
1.504, p
areas due
t
interacti
o
r
tunities f
o
o
balized e
c
into the Ne
w
in comm
o
view of th
i
eas in inc
o
y
se these c
h
Journal of
D
F2
p
(T
w
4
6
0
4
6
0
4
6
0
4
6
<
0
4
6
0
4
6
<
0
4
6
0
4
6
0
r
ural and
u
e
ns (ELKG
C
ning (F(21
2
4
6) = 1.00
0
s
pect diver
s
different c
o
equips st
u
r
s respect
a
te that i
m
q
uipping le
and urban
r
e
motional i
n
, p < 0.0
0
= 0.002).

to greater
o
n opport
u
o
r critical t
h
c
onomy, ex
p
w
Curricu
l
u
o
n curricu
l
i
s, the stud
y
o
rporating
G
h
allenges,
a
Studies in
E
ISSN
2
2025, Vol.
1
www.macrot
h
p
-value
w
o-tailed)
0.223
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Table 6
Var i a
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9
363, p = 0.
e
r, there
w
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nal resou
r
e
with si
m
c
ant differe
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ced a bro
a
s
chools m
a
m
ent GCE,
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balized w
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, p = 0.81
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itutional s
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024).
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115
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i
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s better ac
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tween rur
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a
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116
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GCE’s pro
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458) = -2.
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k access (
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h
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4
4
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t
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.
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ased Asse
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sseh, et al
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p
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s
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.
These
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oyment:
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learning
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, (2024)
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. Thus, thi
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ant differe
n
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ity (t(458)
v
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upports thi
l
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c
ores GCE’
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nt with pr
e
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o
s
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r resource
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. Hardman
g
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nities, lim
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evelopme
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n
r
ative prac
t
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i
r
ative lear
n
s
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f
t
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ducators r
a
u
ral educat
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b
le assess
m
found that
r
d
s and insu
ff
r
ural schoo
l
m
ed by prio
r
r
stakehol
d
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ng from
m
al, econo
m
o
lder invol
v
i
tations rur
a
g
raphic an
d
c
ore the n
e
g
es of rur
a
. Studies b
y
a
d support
f
s finding i
s
e
e GCE as
c
n
ce was o
b
= 0.233, p
n
al enviro
n
s finding,
i
geographi
c
s universal
e
vious res
e
o
r lifelong
d
GCE as
m
s, career g
and Sandi
rural scho
o
i
ting stude
n
h
previous
r
n
t opportun
i
n
t differenc
e
t
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)
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nteractive
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ing. Ada
m
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w
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e
f
indings ar
e
a
tive learni
n
a
ted GCE’
s
o
rs (t(458)
m
ent tools,
a
r
ural educa
t
ff
icient reso
l
s’ ability
t
r
studies.
d
er engage
m
m
ore robust
m
ic, and g
e
v
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a
a
l schools
e
d
socioeco
n
e
cessity fo
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