Citizenship

Considering the unbreakable links between human behavior, environmental health, and the well-being of all species, education for citizenship behavior, the environment, and sustainable development has emerged as a beacon of hope, leading humanity towards a more harmonious relationship with our planet. This research aimed to compare the effectiveness of face-to-face and virtual education using a comprehensive package of citizenship education on the environmental and sustainable development behaviors of students. The experimental method employed a four-group design, including two test groups (face-to-face and virtual) and two control groups, with a pre-test, post-test, and two-month follow-up design. Among the students of Azad University of Isfahan in the winter and spring of 2023, 25 individuals who met the desired entry criteria were selected for each group and randomly assigned to 4 groups. Citizenship education was implemented using a researcher-made package with a specialized reliability of 0.93, delivered in person for one group and virtually for another group. Data were collected using the Irannezhad et al. (2023) questionnaire. The data were analyzed using repeated measures analysis of variance and Bonferroni's post hoc test in SPSS software version 26. The findings of this research showed that both face-to-face and virtual education were effective in enhancing environmental behaviors and sustainable development. There was no significant difference between the outcomes of the behaviors resulting from the two educational methods.

Human rights, grounded in the protection of human dignity, have a normative nature transformed the traditional structure of citizenship rights. This transformation has extended citizenship rights into the realm of international law. Consequently, citizenship rights and their associated concepts are now defined more by universal human rights laws than by the national interests of states. This process suggests that human rights serve as a primary principle, governing over citizenship rights. It also implies that, through developments in the theoretical foundations of citizenship, there may be a need to revise state constitutions or demand narrow or broad interpretations of constitutional laws. The procedures of the International Court of Justice, including its efforts to redefine nationality and citizenship and to identify the customary law of international law in terms of human rights requirements, reflect this transformation. Accordingly, the traditional definitions of citizenship and related concepts, such as nationality, are evolving, highlighting the need for new interpretations. A reinterpretation of citizenship rights, informed by human rights values, suggests a shift in the legal principles that govern the traditional perspective on citizenship.

This paper responds to the question of should civic education still aim to be relatively politically neutral and impartial in undemocratic times? It first introduces the theoretical debate regarding the place of political neutrality and impartiality in civic education. It then dicusses the challenges that civic education faces in the current global environment and why political neutrality and impartiality should not be considered as antidotes. We argue that political neutrality and impartiality are insufficient in the undemocratic times we face for preparing students to be effective and engaged citizens. A more powerful response to our global undemocratic reality is needed to realize the transformative nature of civic education.