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A survey-based fieldwork design is used, carried out in Warsaw, Krakow, and Rzeszow. The research evaluates two central hypotheses and reports unanticipated evidence within the European framework alongside supportive findings on how study abroad experience relates to global citizenship. Results are presented as having significant educational implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/global-citizenship-levels-of-polish-university-students-and-turkish-erasmus-students-in-poland/588115/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/global-citizenship-levels-of-polish-university-students-and-turkish-erasmus-students-in-poland/588115.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To compare global citizenship levels of Polish university students and Turkish Erasmus students in Poland.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and where did fieldwork take place?",{"text":117,"@type":113},"The survey method was used, and fieldwork was carried out in Warsaw, Krakow, and Rzeszow.",{"name":119,"@type":110,"acceptedAnswer":120},"What dimensions are used to understand global citizenship?",{"text":121,"@type":113},"Global citizenship is described through three dimensions: Social Responsibility, Global Competence, and Global Civic Engagement, corresponding to knowledge, competence, and action.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588115,1792161235,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","GLOBAL CITIZENSHIP LEVELS OF POLISH UNIVERSITY STUDENTS AND TURKISH ERASMUS  \nSTUDENTS IN POLAND  \nKadir Karatekin, Muhammed Hayati Taban  \nAbstract: The aim of this study is to compare global citizenship levels of Polish university students and Turkish Erasmus students in Poland. To this end, the survey method was employed.  \nThe fieldwork was carried out in Warsaw, Krakow and Rzeszow. The study tries to answer two common hypotheses and the answers provide an unanticipated result for European framework anda supportive one for the relation between study abroad experience and global citizenship. The study has significant implications for the effect of education abroad experience on global citizenship  \nKey words: global citizenship, study abroad, Poland, Turkish Erasmus students  \n1. Introduction  \nWorld scale events, World War I, II and The Cold War hadn’t been experienced yet when Kant wrote‘Peoples of the world, in narrower or wider circles, have now advanced everywhere so far that a violation of Right in one place of the earth, is felt all over it.’ (Kant 2010) in his Perpetual Peace: A Philosophical Sketch. Additionally, mass migration wasn’t a threatening issue and the world hadn’t been shrunk temporally and spatially as it is now. The time we are living right now is conceptualized its epochal concepts which can be dated back to Kant while some may date cosmopolitan citizenship to Cicero basing on his dualistic citizenship view (citizens of the city and citizens of the world)(Nussbaum 1997) . On the other hand most contemporary thinkers (Robertson 1992; Albrow 1996; Held 1999 and Held 2002; Delantry 2000; Beck 2003 and 2005; Baumann 2011; Giddens 2013) call itas ‘global age’. In this global age, conventional conceptualizations and approaches of ‘national’ and‘international’, ‘domestic’ and ‘foreign politics’, ‘society’ and ‘state’ have started to lose their power to overcome current problems (Beck 2003) . At this point, citizenship concept defined on national basis has come under question recently. The concept defined by Kant (2010) as ‘world citizenship’ has now different definitions; ‘cosmopolitan citizenship’ (Linklater, 1998; Hutchings and Dannreuthe 1999),‘post-national citizenship’ (Soysal 1998; Tambini 2001; Sassen 2002; Basok 2004), ‘global citizenship’(Folk 1993; Lagos 2001; Dower and Williams 2003; Armstrong 2006; Morais and Ogden 2011) .  \nLike all social sciences terms/concepts it is difficult to give an exact definition for global citizenship, but giving dimensions and subdimensions of the concept may help to understand what is implied for global citizenship. Not because will this study use the scale of Morais and Ogden (2011) but because they reach at this scale by analysing and constructing global citizenship literature, the global citizenship framework will be referred to them. Morais and Ogden (2011) determined 3 dimensions for the global citizenship: Social Responsibility, Global Competence and Global Civic Engagement. Here, social responsibility covers these subdimensions: global justice and disparities; altruism and empathy; global interconnectedness and personal responsibility. Global competence dimension is also composed of self-awareness, intercultural communication and global knowledge. Finally, global civic engagement dimension includes involvement in civic organizations, political voice and global civic  \nactivism. Therefore, it can be understood that global citizenship has 3 dimensions which imply Knowledge, Competence and Action respectively.  \nAfter the definition of global citizenship, it is better to know how the citizenship concept evolved. To understand the historical perspective of citizenship evolution, Levels of governance and citizenship by Muetzelfeldt and Smith (2002) who develops Turner’s (1997) model on citizenship is worth remembering at this point.  \nTable 1. Levels of governance and citizenship (Muetzefeldt and Smith 2002)  \n\n| System of governance | Socio-political Personhood |","cbCaiuSacqzqdU1N","https://ap.wps.com/l/cbCaiuSacqzqdU1N","pdf",459458,"English","# Introduction\n## Concept and definitions of global citizenship\n## Dimensions of global citizenship\n## Historical evolution of citizenship\n## Levels of governance and citizenship","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To compare global citizenship levels of Polish university students and Turkish Erasmus students in Poland.\"},{\"question\":\"How was the research conducted and where did fieldwork take place?\",\"answer\":\"The survey method was used, and fieldwork was carried out in Warsaw, Krakow, and Rzeszow.\"},{\"question\":\"What dimensions are used to understand global citizenship?\",\"answer\":\"Global citizenship is described through three dimensions: Social Responsibility, Global Competence, and Global Civic Engagement, corresponding to knowledge, competence, and action.\"}]","GLOBAL CITIZENSHIP LEVELS OF POLISH UNIVERSITY STUDENTS AND TURKISH ERASMUS STUDENTS IN POLAND | PDF",1792064560,48]