BACHELOR OF INFORMATION TECHNOLOGY WITH HONOURS (BIT)

SEMESTER JANUARY / TAHUN 2021

OUMH 1603

LEARNING SKILLS FOR 21ST CENTURY

NO. MATRIKULASI : 830507025163002

NO. KAD PENGENALAN : 830507025163
NO. TELEFON : 0108648776
E-MEL : zydy@oum.edu.my

PUSAT PEMBELAJARAN : KEDAH LEARNING CENTRE (ALOR

SETAR)
INTRODUCTION

Global Citizenship Education (GCED) is a form of lifelong education because

Global Citizenship Education (GCED) involves every one of all ages in building an
inclusive, inclusive, and peaceful society both locally and abroad. The sender for this
education is both formal and informal (UNESCO, 2017). There are three conceptual
dimensions in learning in Global Citizenship Education (GCED), cognitive, socio-
emotional and behavioral.
Cognitive involves skills, knowledge and solutions to issues faced at the national
or global level in order to better recognize and understand the interdependence with each
other. Socio-emotional, is values, attitudes of acceptance and sharing, responsibility,
solidarity respecting diversity and sharing values as well as respecting existing diversity.
Behavior is related to performance, practical application and engagement at the local and
global levels next to sustainable and peaceful global goals. These three conceptual
dimensions are interrelated and integrated in the concept of learning.
Global Citizenship Education (GCED) has also received attention by the United
Nations which established the constitutional policy of the 2030 Education Agenda and
the Framework of Action, especially Target 4.7 of the Sustainable Development Agenda.
GCED is an appropriate platform in fostering the spirit, awareness and creativity of
students or the community in resolving environmental issues.

1.0 CONTENTS

PART A: Issues of global warming phenomena.

In addition, the exploitation of the environment also has an impact on the phenomenon of
global warming. According to a report from the Intergovernmental Panel on Climate
Change (IPCC), states that the global temperature increase that has occurred since the
middle of the 20th century is due to the release of harmful gases into the atmosphere
caused by human activities. Environmental exploitation has resulted in forest areas being
explored and destroyed on a large scale. When the trees are cut down, the sunlight will

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continue to reach the surface of the earth without any obstruction from the shady plants.
This will cause the carbon dioxide gas released by humans and animals to be released and
accumulate in the air due to the absence of trees that function as carbon dioxide gas
absorbers and oxygen gas liberators. This phenomenon will lead to an increase in local
temperature which contributes to the phenomenon of global warming.
This issue is an issue that is of great concern to everyone around the world. This
phenomenon is increasing day by day and is very dangerous to us.

PART B: Video on GCED and global warming issues.

Video on the 3 dimensions of key concepts (cognitive, socio-emotional and behavioral

skills.

https://www.youtube.com/watch?v=7LJ1c0Z60Lc

Global citizenship education (GCED) is based on three conceptual dimensions,

namely cognitive, socio-emotional and behavioral. All three of these conceptual have
distinctive features for contributing in a program (GCED). The conceptualization of this
dimension has become the foundation for global citizenship programs. Cognitive refers to
mental activities such as thinking, reasoning, analyzing, and forming concepts, solving
problems and so on. The cognitive approach is an approach that pays special attention to
individual thought processes such as critical and creative thinking skills, learning skills
and motivation. This cognitive approach has been included as one of the conceptual
dimensions of the global citizenship program because, the program stimulates educators
and students regardless of age to think broadly, critically, maturely and outside the box.
For example, an individual who is facing a problem, will not only think about the
problem he is facing, but will think of ways to overcome it, as a result of the solution
thought of and so on.
This approach can produce a mature and broad -minded individual when faced
with a situation. In addition, this approach can also produce a successful leader. Next is
the socio-emotional approach. Socio or better known as social means everything related
to society, about society and society where it includes everything around an individual.

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While psychologists and physiologists argue that emotion is something that involves
feelings, intuition, physiological responses and emotional expression. Emotions can be
categorized in several forms namely happy, sad, scared, and angry and others.

Videos related to global warming.

https://www.youtube.com/watch?v=xVq0BaID0mA

The nature of all things and the contents of the earth. ENVIRONMENT means
our area or around, "environment" in literal translation refers to the area inhabited by
humans, and is around humans, and in English is referred to as "environment" which
means the human environment. Thus, this environment refers to the abiotic or biotic
physical state which encompasses all organisms. The objective of this assignment is to
provide students and society with an understanding of Global Citizenship Education or
better known as GCED in cultivating moral values in the world community in the 21st
century,
These moral values will be able to be nurtured through environmental education that can
be initiated in schools.
In turn, it can provide an understanding to students and the community about the
environmental issues that occur, and how this Global Citizenship Education can help in
facing and resolving problems related to environmental issues in the world. Curiosity and
sensitivity to environmental issues is an attitude that should be nurtured especially and
can be started through education in school or University, In addition, students,
communities and groups will be able to learn and shape themselves by cultivating new
attitudes, in caring for and addressing environmental issues and then be able to take
action in ensuring the environment is better cared for.
According to the IPCC Intergovernmental Panel on Climate Change, global warming
occurs due to the state of increasing the earth's temperature from the sun's heat trapped in
the air and the heat of this pump cannot be released into the atmosphere. (Riebeek, 2020)
The burning of fossil fuels causes an increase in high temperatures on the earth’s surface

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that has occurred unusually over the past few centuries and is caused by greenhouse
gases.
Greenhouse gases allow this heat to enter the earth's surface but cannot return the
sun's heat back is a group of gases carbon dioxide (C02), chlorofluorocarbons (CFC),
carbon monoxide (C0), and this phenomenon is known as greenhouse gas trapping. These
greenhouse gases from the burning of fossil materials are widely used in the
transportation, energy and industrial sectors, while gases such as methane (CH4),
hydrofluorocarbons (HFCS), sulfuhexafluroides (SF6) and perfluorocarbons (PFCS) are
known as greenhouses.
In the report of the IPCC Intergovernmental Panel on Climate Change, which is
an organization under the United Nations (UN) the earth's temperature will rise from 1.6
degrees Celsius to 4.2 degrees Celsius in the next century. An estimated 40 per cent of
global greenhouse gas emissions are from Chinese and US companies and are a major
cause of climate change and the increase in greenhouse gases which are also linked to
ozone depletion (Bernama 2020).
The obvious effects of this global warming are climate change, rising sea water,
disruption to habitats, ecosystems, health problems, massive forest fires and melting ice
at the earth’s north pole. In Malaysia, 2020 is the year that recorded the hottest
temperature (Hasnan, 2020) this increase in temperature also affects the agricultural
sector, for example paddy production will experience a reduction due to infertile paddy
and a reduction in paddy yield.

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PART C: Dimensions of Key Concepts in GCED Global Citizenship Education and
Environmental Issues.

 
In the 21st century, the world faces various challenges, both local and global, therefore,
Global Citizenship Education or known as GCED allows students to think, share, and act
in facing global challenges at home and abroad at all ages. In addition, GCED aims to
produce students as global citizens who are sensitive and aware of world issues and
participate and participate at various levels in contributing in ensuring a peaceful,
tolerant, fair, secure, inclusive and sustainable world (UNESCO, 2019).
There are three Main Conceptual Dimensions of GCED, The first is Cognitive,
where students will gain knowledge and will be sensitive to the problems faced by the
world, and be able to solve those problems for a better world For example. The issue of
Human Trafficking, students can get exposure related to this issue is a crime and law
enforcement is the solution. Next is Socio-economics, shared values without distinction
in diversity, and giving birth to the sharing of fellow human beings. The last is behavior,
action taken is effective and responsible at all levels whether local, national and
international in order to achieve the goals of GCED.
Apart from that Environmental issues such as global warming are a major
challenge to address, however it is not impossible to resolve if appreciation is given to the
goals of GCED. The global environmental issue is an impact and risk to the global
through ecosystem changes made by humans to leave an impact and subsequently this
environmental issue needs to be resolved (Subramanian et al., 2020). Tree felling,
industrialization, construction of dams and illegal logging. And unplanned among the
causes of environmental problems. For example, the issue of global warming occurs
when the earth's surface temperature rises and rapidly due to a gas known as greenhouse
gas, caused by fossil fuels with an increase (1.1 to 1.6 ° F) between 1990 to 2020, this
temperature reading will double. By 2050, and will certainly continue to increase.
Cognitive, covers how students will get an education, understand and think to a
higher level, related to the global problems faced, as well as relationships with other
countries. For example, in tackling this global issue, it is necessary to discuss between the
countries involved in the talks, to find a solution and be able to strengthen diplomatic

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relations. Such as the ASEAN Agreement on Transboundary Haze Pollution signed by
ASEAN member countries in 2002. Aims to control and reduce haze pollution in
Southeast Asia ("ASEAN Agreement on Transboundary Haze Pollution", 2002)
Next in terms of Socio-emotional there is a sense of responsibility of students to
take a role in resolving environmental issues next share problems, there is an
understanding of equality towards others and respect for inequality and sharing of values
(UNESCO 2015), in addition, GCED will help and provide space for students and the
community to think by learning environmental issues and solutions that can be done, then
students are able to share knowledge to others about increasingly serious environmental
issues, so that students and the community are able to act consciously and change
attitudes themselves, in order to ensure a more sustainable world and future generations
will be able to enjoy a cleaner environment.
In addition, the third concept is behavior, this concept is related to the actions
taken in resolving environmental issues, should be relevant, responsible and effective,
For example a campaign to use one vehicle for one family can be started individually,
planting trees in school and community level, controlling forest reserves at the national
level as well as the Green Earth Campaign at the International level, in achieving a more
sustainable world

ii. Ways to solve environmental issues (Global Warming).

 
There are several methods to overcome environmental problems, especially the issue
of climate change or global warming, The first is to adopt 3R, Reduce, Reuse Recycle,
Purchases that we make need to be re -evaluated, this since most of the goods we have
can be reused, making sure the goods are environmentally friendly should also be taken
into consideration. The public will be able to control to throw garbage everywhere, in
order to create a sustainable life. For example the 3R and anti-litter programs are among
the programs that have been successfully conducted at all levels, especially at the
University.

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 Manufacturers of branded products such as Nike, Li-Ning and Adidas also produce
proud using recycling is rare going forward. The public can reduce the quantity of food
waste and goods, in turn reusable goods are segregated for use, and recycle items such as
paper, plastic bottles, and glass.

CONCLUSION
             
In conclusion, 21st century life requires students to prepare themselves in learning, by
understanding concepts, objectives and purposes, and able to act more effectively in
dealing with global issues, by appreciating the 3 conceptual dimensions of Global
Citizenship Education GCED is able to prepare students to face global issues, such
concepts are interdependent with each other. GCED Global Citizenship Education is able
to provide students with the opportunity to continue to understand the world of the
present, and the future.
Environmental problems are not a new problem, however various ways are done
so that environmental issues can be addressed well, the action is started first against
oneself by taking a role in, and learning GCED, this is because individuals mean, we who
will grow as many human beings. , because if alpha humans with these environmental
issues, the impact is on human health, ecosystems and animal habitats will be destroyed.
Students should cultivate values, in themselves such as cognitive values where students
will be able to learn and understand, Socio-emotional by creating feelings of empathy for
the feelings of others, as well as behaviors, where effective action needs to be taken,
Environmental issues are due to the attitude of man himself which is selfish with,
prioritizing profit and temporary pleasure without thinking of the consequences that will
occur. The point is, students need to appreciate and become knowledgeable global
citizens, and be able to make a difference to the earth. All parties need to work together
to find and act to find a solution, to create a better world and a better environment.
Sustainable to create a civilized human being.

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RUJUKAN / REFERENSI

 
1. ADOW, M., BERMAN, T., & LING, C. (2020). The Fossil Fuel Non-
Proliferation Treaty. The Fossil Fuel Non-Proliferation Treaty. Retrieved 1 December
2020, from https://fossilfueltreaty.org/.
 
2. ASEAN AGREEMENT ON TRANSBOUNDARY HAZE POLLUTION.
Haze.asean.org. (2008). Retrieved 9 November 2020, from http://haze.asean.org/?
wpfb_dl=32. 
 
 
3. Connolly, R., Connolly, M., M. Carter, R., & Soon, W. (2020). How Much
Human-Caused Global Warming Should We Expect with Business-As-Usual (BAU)
Climate Policies? A Semi-Empirical Assessment. How Much Human-Caused Global
Warming Should We Expect With Business-As-Usual (BAU) Climate Policies? A Semi-
Empirical Assessment, 1(How Much Human-Caused Global Warming), 2. Retrieved 2
December 2020.
 
4. Hasnan, H. (2020). Bumi semakin membahang, 2020 dijangka rekod suhu paling
panas. Astro Awani, p. 2. Retrieved 5 December 2020.
 
 
5. Ismail, D. (2017). Semarakkan Semangat Kesukarelawanan. Utusan Malaysia, pp.
1,2. Retrieved 3 December 2020, from.
 

6. Kaneda, T., Greenbaum, C., & Kline, K. (2020). 2020 World Population Data
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8. Riebeek, H. (2020). Global Warming. Earthobservatory.nasa.gov. Retrieved 17
November 2020, from https://earthobservatory.nasa.gov/features/GlobalWarming.
 
 

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9. Subramaniam, P., Bisen Singh, D., Dharam Singh, D., Che Aziz, D.,
Subramaniam, D., & Kamarulzaman, D. et al. (2020). OUMH1603 KEMAHIRAN
BELAJAR UNTUK ABAD KE-21 (1st ed., p. 227). Open University Malaysia OUM.
10. United Nation. (2020). the Paris Agreement (p. Art 2). Paris, France: United
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11. What is global citizenship education? UNESCO. (2019). Retrieved 5 November
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