The role of national identity and cultural capital in promoting global citizenship education

The purpose of this study is to investigate the effect of cultural capital in promoting global citizen education. This research was applied in terms of purpose and in terms of mixed data type (qualitative-quantitative) and qualitative approach through content analysis and coding (refocusing-selective) and quantitative approach was a survey method. The statistical population in the qualitative section of experts (faculty members of Hormozgan province), using purposive non-probability sampling method and saturation principle, 14 people were selected and in the quantitative statistical population of faculty members of public and private universities of Hormozgan province using Morgan table Selection and statistical sample 185 people were selected by multi-stage sampling method. In order to collect data in the qualitative part, semistructured receipts and face-to-face interviews were used and in the quantitative part, researcher-made questionnaires were used. Exploratory factor analysis and confirmatory factor analysis were used to analyze the data. The results indicate that the components of national identity (belonging to symbols, national and religious myths, Islamic culture and method, the role of history, sense of belonging to culture, Iranian way of life, familiarity with world heritage) and cultural capital (mental embodiment) The objectively embodied state, the institutionalized state) have a factor load above 0.5 on the global citizen education and are at a statistically significant level. It is suggested that the officials of educational systems pay special attention to the components of cultural capital in order to increase and enhance the level of education of the global citizen.