Global Citizenship Concepts Included in the  Developed Arabic Language Textbooks in  Jordan, Fourth Grade as a Model

Background/purpose. The purpose of this study is to analyze the content of the revised Arabic language textbooks in Jordan for the year 2024/2025 to uncover the included concepts of global citizenship, along with their proportions.

Materials/Methods. The next two parts of this study, using an analysis tool, arrived at its six dimensions, adopting the partial idea (Theme) as the unit of analysis.

Results. The results showed that the highest frequency rates were for the human rights dimension, which constituted 39.2%, and for the sustainable development dimension, which constituted 28.0%, while the lowest frequency rates were for cultural pluralism, which constituted 2.71%, and world peace, which constituted 6.04%. The study recommended that authors of developed Arabic language textbooks pay attention to the concept of global citizenship and include it in these textbooks for the primary stage, through Arabic language skills, to enable students to acquire it.

Conclusion. In light of the findings, the study highlights a gap in the design of structured curricula, revealing the absence of a coherent educational framework aligned with UNESCO-based instructional practices.

Keywords: Global citizenship, advanced books, Arabic language

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