Journal of Universality of Global Education Issues https://ugei-ojs-shsu.tdl.org/ugei The Journal of Universality of Global Education Issues supports the collaborative approach to teaching and research while developing inclusive international educational opportunities for all. en-US <span>Authors retain copyright and grant the journal right of first publication.</span> eag041@shsu.edu (Elizabeth Gross) selkins@shsu.edu (Susan Elkins) Thu, 30 Jun 2022 17:44:50 +0000 OJS 3.3.0.11 http://blogs.law.harvard.edu/tech/rss 60 College Readiness https://ugei-ojs-shsu.tdl.org/ugei/article/view/68 <p>Only 19 out of 100 high school graduates are ready for college (Royster et al., 2015). For some students (e.g., first-generation, immigrants, urban college students), social and economic constraints have created barriers to postsecondary education. In this integrative literature review, we answer questions related to college readiness programs and how gaps can be addressed. Recommendations are presented for college and university professionals to address these gaps for underserved students (e.g., policy revisions, support programs).</p> Anita M. Dann, Diana C. Barrero-Burgos, Elisa Salem Herrmann, Montisha M. Hines-Goosby, Julie P. Combs Copyright (c) 2022 Journal of Universality of Global Education Issues https://ugei-ojs-shsu.tdl.org/ugei/article/view/68 Thu, 30 Jun 2022 00:00:00 +0000 A Comparative Review of the Inclusive Education across Canada, the United States and Turkey https://ugei-ojs-shsu.tdl.org/ugei/article/view/71 <p>This study investigates the diversity, equity, and inclusive education documents with a perspective of STEM learning from three countries as Canada, the United States and Turkey. Curriculum and policy documents across these countries were reviewed and analyzed to make comparisons on the inclusive education approaches of Canada, the United States and Turkey. Review analysis was conducted as the way of a content analysis method. Results indicated that Turkey and Canada display the highest similarity based on the polycorric correlation computations ( poly. r. = .57) , following the similarity between Canada and the United States (poly.r. = .55) , and the least similar counties were the United States and Turkey (poly.r. = .52). However, the differences between three countries were statistically small due to the moderate level effects sizes shared for each pairwise comparison, indicating: Canada, the United States and Turkey only slightly differ in STEM curriculum inclusion and statistical similarity amongst them is attaining with the consideration of the numerically resembling polycorric correlation and effect size values.</p> Nazli Uygun Emil, Mustafa Yildiz, Gunkut Mesci Copyright (c) 2022 Journal of Universality of Global Education Issues https://ugei-ojs-shsu.tdl.org/ugei/article/view/71 Thu, 30 Jun 2022 00:00:00 +0000 Situating Citizenship Online: https://ugei-ojs-shsu.tdl.org/ugei/article/view/78 <p style="font-weight: 400;">Coming to understand technology in schools—its educational uses and larger implications—has often been an ad hoc endeavor. Approaches to technology often have been reactive. The broader context of technology reactiveness plays out beyond school walls. Indeed, Helberg (2021) argues there exists a grey war in which autocratic regimes actively fight democracies for control of the world-wide technology infrastructure and the political and economic realities such control would allow them to influence. In that grey war, Helberg (2021) argues democracies are not proactively addressing the threats posed by autocracies. How education systems create cultures around technology has the potential to impact the approaches democracies take regarding the broader context of technology. This paper introduces the Cyber Life Framework. Built on three touchpoints of information literacy, technology skills, and cybersecurity &amp; cyber safety, the framework is a guide for schools and school systems to proactively create a culture of online responsibility. Once the framework is introduced, particular attention is paid to aspects of digital citizenship implicated by the framework.</p> <p style="font-weight: 400;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <em>Keywords:</em> citizenship, Cyber Life Framework, cyber safety, cybersecurity,</p> <p style="font-weight: 400;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; digital citizenship, education, information literacy, technology skills</p> Jarod Lambert Copyright (c) 2022 Journal of Universality of Global Education Issues https://ugei-ojs-shsu.tdl.org/ugei/article/view/78 Thu, 30 Jun 2022 00:00:00 +0000