Semester of Graduation
Fall 2025
Degree Type
Dissertation/Thesis
Degree Name
SECONDARY AND MIDDLE GRADES EDUCATION
Department
SECONDARY AND MIDDLE GRADES EDUCATION
Committee Chair/First Advisor
Zong, Guichun, Ph.D.
Second Advisor
Marks, Beth, Ph.D.
Third Advisor
Vasquez, Anete, Ph.D.
Abstract
The purpose of this qualitative case study is to examine the experiences and practices of rural educators incorporating global ecological citizenship education into the social studies classroom. The systematic themes of social studies education in the past must evolve with the diversity of the classroom. Traditional themes taught must become more globally relevant, including ecological citizenship, the responsibility of citizens to sustain and participate in global ecological issues. One on one interviews with four rural Georgia educators along with artifacts they provided were examined for themes related to two research questions. How do rural educators adapt their instructional strategies to integrate ecological citizenship, particularly addressing Africa's environmental challenges, into their teaching practices? What challenges do rural educators believe students face in adapting to global ecological citizenship education topics? Findings revealed that rural educators have found success using project-based learning, including empathy in instruction, and incorporating technology to bridge the gap between rural and global societies. The challenges students face in adapting to global ecological citizenship education were perceived as a lack of awareness of global ecological citizenship issues and a lack of available technology Recommendations for further research, practice, and teacher preparation are included.