Conceptualization of global citizenship according to Iranian higher education expert's point of views: a grounded theory approach

The purpose of this research was the conceptualization of global citizenship according to Iranian higher education expert's point of views. This research was carried out using qualitative approach based on grounded theory method and semi- structured interview with 32 experts. The data were analyzed by using content analysis method in grounded theory through three stages of open, axial, and selective coding. Findings indicated inefficiency and weakness of current curriculum for educating global citizens. This problem is consequence of some causal conditions such as inefficiency of contents and syllabuses, weakness of current views for educating global citizens, weakness of curriculum designers and developers, weakness of faculty members and poor quality of relationships and collaboration among students. Moreover, weakness in higher education culture, problems related to the political structure and weakness in university curriculum were among contextual factors affecting this inefficiency. Educational system, social and cultural factors were intervention conditions that increases the lack of educating global citizens through an academic curriculum. Experts believed that the formation of the concept of a global citizen through higher education for the reasons mentioned above and with regard to current strategies in the Iranian higher education does not take place. They believed that most important obstacles that prevent global citizenships are: centralization, insufficient training, and not revising curriculum based on revision of approaches. Present strategies have social, cultural, educational and economic consequences of which the most important are lack of systematic and critical thinking development, lack of cultural pluralism thought, lack of futurology and sustainability education, and lack of a global labor market.