Abstract
In response to the worldwide need for leaders capable of solving complex sustainability problems, leadership educators and scholars are investigating ways to develop responsible leaders that will effectively engage multifaceted perspectives to build a more inclusive and just world. In the meantime, to support the realization of the 2030 United Nations Agenda for Sustainable Development, the UNESCO introduced Global Citizenship Education initiative (GCED) focused on developing individuals proactively contributing to a more sustainable and inclusive future. Core outcomes of GCED: cognitive (thinking critically, systemically, multi-perspectives approach, knowledge of global issues), socio-emotional (interacting across cultures and perspectives, respect for diversity, empathy), and behavioral (collaboration, common good approach) are well aligned with critical attributes of future leaders, however, GCED elements are yet to be integrated into the leadership programs. This study offers a review of the structure and learning outcomes of the GCED course (Global Citizenship Capstone) integrated into a U.S. public university leadership program as an effective tool to ensure that its graduates lead not only competently but also responsibly.
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