Purpose The aspects of global citizenship, education and diversity are framing a paradigm that encapsulates how education can develop the knowledge, skills, values and attitudes of learners needed for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable. The determination of students’ attitudes toward global citizenship education and diversity is a phenomenal issue of the past several decades. This study aims to develop an attitude scale to quantify the attitudes of students, the content of courses and instructors toward global citizenship education and diversity. Design/methodology/approach In this study, the factor structure and internal consistency of “Global Citizenship Education and Diversity Scale” (GCEDS) were analyzed, and validity and reliability of the scale were assessed. Two sample groups of participants were used in the assessment of the scale. The first sample group (exploratory factor analysis group) was composed of 147, and the second group (confirmatory factor analysis [CFA] group) was composed of 257 undergraduate students from three different large public universities in Turkey. Findings CFA confirmed the structure that emerged in the explanatory factor analysis. In this context, “GCEDS” is a valid and reliable scale.

中文翻译：

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全球公民教育与多样性（GCEDS）：衡量学生对高等教育社会研究课程的态度

目的全球公民，教育和多样性的各个方面正在构筑一个范式，概括了教育如何发展学习者的知识，技能，价值观和态度，以确保建立一个更加公正，和平，宽容，包容，安全和可持续的世界。确定学生对全球公民教育和多样性的态度是过去几十年来的一个重大问题。这项研究旨在建立一种态度量表，以量化学生对全球公民教育和多样性的态度，课程和讲师的内容。设计/方法/方法在本研究中，分析了“全球公民教育和多样性量表”（GCEDS）的因素结构和内部一致性，并评估了量表的有效性和可靠性。量表的评估使用两组样本参与者。第一个样本组（探索性因素分析组）由147个组成，第二个样本组（确认性因子分析[CFA]组）由来自土耳其三所不同大型公立大学的257名本科生组成。结果CFA确认了解释性因素分析中出现的结构。在这种情况下，“ GCEDS”是有效和可靠的量表。