ABSTRACT This research paper aims to examine the effects of extracurricular activities in building knowledge, skills and attitudes that attempt to develop ecological citizenship as a subset of global citizenship among middle school students. I focus on one extracurricular programme entitled ‘The Friends of Nature’ that was provided in a Moroccan private middle school. Adopting a qualitative research method approach, data consisted of interviews with thirty students from 7th, 8th and 9th grades and two teachers (social studies and life and earth science teacher), and were collected over the course of three months through multiple data collection tools, namely observation, student focus group discussions and teacher interviews. A series of environmental activities offered students opportunities to: identify environmental problems, promote education for sustainable development and improve their environmentally conscious behaviour, develop creative solutions, and take actions for preserving nature in their community. The data were analysed using a content analysis method. The results reveal that students demonstrated cognitive development in terms of human rights, citizenship rights and responsibilities, environmental sustainability. While the program developed attitudes of empathy, respect, solidarity, it failed to instil a sense of responsibility to act for the betterment of the world, thus being a global citizen.

中文翻译：

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通过课外活动探索全球公民学习和生态行为改变

摘要 本研究论文旨在检验课外活动在建立知识、技能和态度方面的影响，这些活动试图在中学生中发展生态公民作为全球公民的一个子集。我专注于摩洛哥私立中学提供的一项名为“自然之友”的课外活动。采用定性研究方法，数据包括对 7、8、9 年级的 30 名学生和两名教师（社会研究和生命与地球科学教师）的访谈，并通过多种数据收集工具在三个月的时间里收集，即观察、学生焦点小组讨论和教师访谈。一系列环境活动为学生提供了机会：识别环境问题，促进可持续发展教育并改善他们的环境意识行为，制定创造性的解决方案，并采取行动保护社区中的自然。使用内容分析方法对数据进行分析。结果表明，学生在人权、公民权利和责任、环境可持续性方面表现出认知发展。虽然该计划培养了同情、尊重、团结的态度，但未能灌输为改善世界而采取行动从而成为全球公民的责任感。结果表明，学生在人权、公民权利和责任、环境可持续性方面表现出认知发展。虽然该计划培养了同情、尊重、团结的态度，但未能灌输为改善世界而采取行动从而成为全球公民的责任感。结果表明，学生在人权、公民权利和责任、环境可持续性方面表现出认知发展。虽然该计划培养了同情、尊重、团结的态度，但未能灌输为改善世界而采取行动从而成为全球公民的责任感。