Global citizenship and youth. Research inspired by the citizen science perspective
DOI:
https://doi.org/10.17398/1695-288X.24.2.27Keywords:
Participatory Research, Citizenship Education, Qualitative Research, Global Education, YouthAbstract
Citizen science enables the democratisation of knowledge and citizen collaboration in solving the global challenges we face as humanity. The participation of young people in this type of project strengthens their civic engagement and critical thinking, offering them the opportunity to become active agents of social change. In this article we present the theoretical framework and research methodology of a coordinated project of the National Research Plan that aims to promote the approach of education for global citizenship (GCE) through the involvement of young people in processes of enquiry that allow them to connect the local with the global. We aim to create scenarios where knowledge is generated from more horizontal, dialogical and shared logics, where young people can share their concerns, but also propose real actions and solutions. To this end, the YARGI (Young People as Researchers of Global Issues) methodological process has been designed based on a ten-stage method inspired by the movement of students as researchers. This research is particularly relevant in a field which has been criticised for a lack of research on how young people deal with global issues and what concerns them and moves them to action.
Downloads
References
Aesaert, K.; & Van Braak, J. (2015). Gender and socioeconomic related differences in performance based ICT competences. Computers and Education, 84, 8-25. https://doi.org/10.1016/j.compedu.2014.12.017
Allen, Y. (2023). Global citizenship and inequality: voices of Caribbean Young people in London and Tobago. En D. Bourn (Ed.), Research in Global Learning. Methodologies for global citizenship and sustainable development education (pp. 237-253). Bloomsbury.
Alzas, T. (Coord.) (2024). Percepción y niveles de implicación de la juventud extremeña en la participación comunitaria en relación con el desarrollo sostenible en un contexto de crisis multidimensional. Liga Española de la Educación y la Cultura Popular.
Appadurai, A. (2006). The right to research. Globalisation, Societies and Education, 4(2). 167-177. https://doi.org/10.1080/14767720600750696
Bautista, A. (2019). El uso de la fotografía en la formación del profesorado. Narcea.
Bawden, D. (2002). Revisión de los conceptos de alfabetización informacional y alfabetización digital. Anales de documentación, 5, 361-408.
Braga Blanco, G. y Calvo-Salvador, A. (coords.) (2024). La Educación para la Ciudadanía Global en Asturias y Cantabria. Barreras y ayudas percibidas por sus agentes y prácticas que inspiran el cambio. Universidad de Cantabria. Disponible en: https://repositorio.unican.es/xmlui/handle/10902/34411
Bourn, D. (2022). Education for social change. Perspectives on Global Learning. Bloomsbury.
Bourn, D., & Brown, K. (2011). Young people and international development: engagement and learning. Development Education Research Centre (DERC), Research Paper n. 2. https://tuditi.si/wp-content/uploads/sites/2/2015/07/Young-People-and-International-Development-Engagament-and-Learning.pdf
Buckingham, D. (2015). Defining digital literacy. What do young people need to know about digital media? Nordic journal of digital literacy, 10, 21-35. https://doi.org/10.18261/ISSN1891-943X-2015-Jubileumsnummer-03
Bucknall, S. (2012). El alumnado de primaria como investigador. Elección, voz y participación. Morata.
Calvo-Salvador, A. (2022). Ciudadanía global, transformación social y educación para el desarrollo. Un diálogo (inacabado) entre agentes educativos. Universidad de Cantabria. Disponible en: https://repositorio.unican.es/xmlui/handle/10902/31564
Calvo-Salvador, A. (2024). Acompañando procesos de construcción de ciudadanía global crítica. Buscando la coherencia entre lo que investigamos y cómo investigamos. Revista española de desarrollo y cooperación, 51(2), 191-199.
Calvo-Salvador, A. y Fueyo Gutiérrez, A. (coord.) (2025). Metodologías creativas y participativas para educar en ciudadanía global. Octaedro. https://octaedro.com/wp-content/uploads/2025/02/9788410054851.pdf
Calvo-Salvador, A. y Rodríguez-Hoyos, C. (2025). Schools promoting global citizenship. Analysis of practices awarded by the National Award of Development Education in Cantabria (North of Spain). Sinergias. Diálogos educativos para a Transformaçao Social, 17, 13-30.
CSIC (2022). Breve guía sobre ciencia ciudadana. CSIC.
DePalma, R. (coord.) (2019). La educación para el desarrollo y la ciudadanía global. Una experiencia de investigación-acción participativa. Graó.
Dolan, P. (2015). Youth as researchers. Training Manual. UNESCO Child and Family Research Centre.
Fraga-Varela, F., Vila-Couñago, E. & Martínez-Piñeiro, E. (2020). Información y alfabetización digital de los preadolescentes gallegos (España): un estudio mixto. RISTI-Revista Ibérica de Sistemas e Tecnologias de Informação, 38, 17-32. https://doi.org/10.17013/risti.38.17-32
Fraga-Varela, F. & Rodríguez-Groba, A. (2019). La Competencia Digital ante contextos de exclusión: un estudio de caso en Educación Primaria. RELATEC: Revista Latinoamericana de Tecnología Educativa, 18(1), 55-70. https://doi.org/10.17398/1695-288X.18.1.55
Fueyo Gutiérrez, A., Rodríguez-Hoyos, C., y Hoechsmann, M. (2018). Construyendo ciudadanía global en tiempos de Neoliberalismo: Confluencias entre la educación mediática y la alfabetización digital. RIFOP: Revista interuniversitaria de formación del profesorado, 32(91), 57-68.
Gutiérrez, J. (2016). Participatory Action Research (PAR) and the Colombian Peasant Reserve Zones: The Legacy of Orlando Fals Borda. Policy and Practice: A Development Education Review, 22, 59-76.
Hoechsmann, M. (2019). Tan lejos pero tan cerca. The missing link between media literacy and Educomunicación. En J.C. Mateus, P. Andrada & M. T. Quiroz (Eds.), Media education in Latin America (pp. 259-267). Routledge.
Korsvik, T. & Rustad, L. (2025) ¿Qué es la dimensión de género en el ámbito de la investigación? Casos de estudio en la investigación interdisciplinar. Editorial Universidad de Cantabria. https://doi.org/10.22429/Euc2021.021
Mannay, D. (2017). Métodos visuales, narrativos y creativos en investigación cualitativa. Narcea.
MEFP (2020). Pisa 2018. Competencia global. Informe español. MEFP-Secretaría General Técnica.
Mitsuko, S. (2023). Personalised and dynamic: life experiences tailor how Young people engage locally and globally. En D. Bourn (Ed.), Research in Global Learning. Methodologies for global citizenship and sustainable development education (pp. 225-236). Bloomsbury.
Nind, M. (2014). What is inclusive research? Bloomsbury Academic.
Scheunpflug, A. & Wegimont, L. (2024). Global Education in Europe: national histories. GENE.
UNESCO (2022). COVID-19 - Youth As Researchers Initiative (YAR, 15-24 years). UNESCO.
Valverde-Crespo, D., Pro-Bueno, A. D., & González-Sánchez, J. (2022). La fiabilidad de la información sobre ciencia de Internet y criterios utilizados para justificarla por parte de estudiantes de educación secundaria. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 19(3), 3103-3118. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2022.v19.i3.3103
Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K. & Cheung, C. K. (2011). Alfabetización Mediática e informacional: Curriculum para profesores. UNESCO.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Adelina Calvo-Salvador, Renée DePalma Úngaro, Carlos Rodríguez Hoyos, Isabel Hevia Artime
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish in this journal accept the following conditions:
1. The Author retains copyright in the article. Upon acceptance of the article, the author shall grant to the Publisher the right of first publication of the article. with the dcoument registered with the Creative Commons Attribution-NonCommercial-NoDerivative 4.0 International (CC BY-NC-ND) license, which allows to third parties to use what is published whenever they mention the authorship of the work and the first publication in this journal.
2. Authors can make other independent and additional contractual agreements for the non-exclusive distribution of the article published in this journal (eg, include it in an institutional repository or publish it in a book) provided they clearly indicate that the work was published for the first time in this journal.
3. Authors are allowed and recommended to publish their work on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster diffusion of published work (see The Effect of Open Access).
