Tunisian Secondary Education 2nd Form - History

This information is derived from a study examining the integration of Global Citizenship Education (GCE) in Tunisian 2nd Form secondary school textbooks across history, civic education, and English as a Foreign Language (EFL). The study, "Global citizenship across the Tunisian curriculum: EFL, civic education, and history textbooks as a case study," analyzed these textbooks' content and activities based on UNESCO's GCE framework.

Key Findings:

• Varied Approaches to GCE: The study found that each subject addressed GCE from a different perspective. History focused on macro-level historical events and their impact on human civilization, while civic education emphasized legal and institutional aspects of citizenship, including human rights and democratic processes. EFL, in contrast, touched upon everyday life topics and some global issues like economics, environment, and human rights.
• Emphasis on Cognitive Skills: Across all subjects, there was a greater focus on developing cognitive skills (knowledge and understanding) compared to socio-emotional skills (empathy, belonging) and behavioral skills (taking action). This suggests a knowledge-oriented approach to GCE rather than one that encourages active participation and engagement.
• Limited Critical Thinking: While the textbooks covered various GCE topics, activities promoting critical thinking and analysis were less frequent than those focused on basic comprehension. This highlights a potential area for improvement in fostering deeper engagement with global issues.
• Interconnectedness of Local and Global: The history and civic education textbooks effectively demonstrated the interconnectedness of local and global issues, particularly in relation to historical events and the role of national and international organizations.

GCE as a Cross-Curricular Approach:

The study argues for the adoption of GCE as a cross-curricular approach, suggesting ways each subject could benefit from the others. For example, incorporating case studies and role-playing activities, commonly used in civic education, could enhance critical thinking and engagement in history and EFL. Similarly, integrating discussions about interculturality and diversity, prominent in history, could enrich the EFL curriculum. The study also suggests that history and EFL could benefit from activities that promote empathy, solidarity, and a sense of belonging to a wider community, similar to those found in civic education. Finally, all subjects could incorporate more action-oriented activities to encourage students to participate in addressing local and global issues.