Exploring Global Justice and Personal Responsibility in Higher Education: Teachers and Students Perspective

Abstract

This study explored the state of global justice, empathy, and personal responsibility that is substantial for individual and social development in the globalized era. The sample of this study were teachers (n= 454) and students (n= 202) from 6 public sector universities of Punjab using a multistage sampling technique. The researcher adapted Morais and Ogden's (2019) questionnaire to collect data related to global justice, empathy and personal responsibility. Perceptions of students and teachers were analyzed through descriptive statistics by calculating percentage, mean and standard deviation. The overall study revealed medium-level situations of justice, empathy and social responsibility among students and teachers of higher education. The exploring level of global justice, empathy and personal responsibility indicates that the behaviour of teachers and students in higher education is not at par with the desired behaviour of 21st-century teachers and students. It is recommended that the higher education system should cultivate global justice, empathy and personal responsibility through training, modelling by faculty and curriculum inclusion, media, technology, arts and dialogues with civil society.