Global Citizenship Identification Research Articles

Using study abroad memories to foster sustainable tourists and global citizens

There is increasing interest in exploring how education abroad can contribute to enhancing sustainable behaviors. We adopted a functional approach to autobiographical memory to investigate the relationship between the directive function of study abroad memories (directing travel behavior, and directing life trajectory) and sustainable tourist behaviors (environmental, economic, social, and cultural). Global citizenship identity was tested as a mediator between functions of study abroad memories and sustainable tourist behaviors. A total of n = 493 study abroad alumni (2012–2022) from two U.S. universities completed an online questionnaire. Partial Least Squares Structural Equation Modeling was used to analyze the model. The results show that (1) the directing travel behavior function of study abroad memories enhances culturally and economically sustainable tourist behaviors; (2) the directing life trajectory function of study abroad memories enhances socially and environmentally sustainable tourist behaviors; and (3) global citizenship identity mediated the relationship between the directive functions of study abroad memories and sustainable tourist behaviors. Accordingly, we discuss the differences in adopting culturally and economically sustainable tourist behaviors versus socially and environmentally sustainable tourist behaviors, the application of autobiographical memory for study abroad program evaluation, and recommendations for future studies.

Constructing global citizenship identity through accumulating cultural capital: Chinese female international students’ experiences at a British university

Purpose This paper aims to explore Chinese female international students’ construction of global citizenship identity by examining their accumulation of cultural capital in different forms from transnational higher education in the UK. Design/methodology/approach Participant observations and in-depth semi-structured interviews were conducted with Chinese female international students at a British university to explore their experiences with transnational higher education, cultural identities, the construction of global citizenship and perceived future job opportunities. Findings In this research, participants revealed that accessing a global elite university helps them accumulate institutionalised cultural capital. Embodied cultural cultivation acquired from transnational higher education is justified by students’ experiences in the context of transnational higher education. Rising confidence is shown by the participants’ narration and global-oriented awareness, which is their ability to understand and respect people from diverse cultural backgrounds, which was developed during their studies in the UK. However, they still realise the potentially difficult conversion of cultural capital to real job competitiveness. Recognition of global citizenship identity may be complicated if students plan to return home after studying. Research limitations/implications This study provides further insight into the single-child generation of globally mobile Chinese female international students. Participants were aware of the positive accumulation of cultural capital in its embodied and institutionalised forms obtained from the UK higher education system and its contribution to the construction of global citizenship identity. However, the newly constructed global citizenship identity remains complex. Participants question the extent to which the new identity fits into the Chinese social context if they decide to return home. Originality/value To the best of the author’s knowledge, the originality of the paper lies in expanding the global citizenship framework with the specific application of Bourdieu’s theory of cultural capital to show Chinese female international students’ study experiences in UK transnational higher education, rather than addressing the Chinese international student experience in general.

No one is an island: Awe encourages global citizenship identification.

Recent theorizing has suggested that awe is a collective emotion, as research has demonstrated a clear link between experiencing awe and behaving prosocially. The present research extends past work by investigating the scope and sources of awe-inspired prosociality, focusing on whether awe's effects extend beyond local/national interests to include global or humanitarian goals. Specifically, we examine how by increasing feelings of smallness, awe encourages a sense of global citizenship, promoting cosmopolitan (vs. parochial) prosociality. Four experiments found that varied awe elicitors (recall, pictures, videos) and cues (universe, peaceful/fearful nature scenes) boost global citizenship identification by first increasing perception of the self as small. Downstream effects included greater valuing of interconnectedness (Experiment 2) and higher appreciation of diversity (Experiment 3). In Experiment 4, awe-through small self- and global citizenship-further translated into larger donation allocations to global (vs. local) charities. Given global problems such as pandemics and climate change, our findings have implications for how emotions can promote a sense of shared responsibility when commitment across borders is essential. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Perceptions of Global Citizen by Rover Scouts and Leadership Scouts

The purpose of the survey study was to examine the perception of Global Citizen by: (1) Rover, who had undergone 21 days of Scouts Leadership Training, (2) Rover, who has not undergone 21 days of Scouts Leadership Training, (3) Nazhoen Scouts who have undergone 21 days of Scouts Leadership Training, and (4) to examine whether the perceptions of Global Citizen are determined by the number of years in the Scouting. The questionnaires were administered using google form to (n=209) (Male=87, Female=122, (1) =90, (2) =74, (3) =45 (4) = (0-5 Years=48, 5-10 Years=91 ,10-15 Years=70).Reysen and Katzarska-Miller (2013) Global Citizen Scale questionnaire within the total Cronbach’s alpha reliability coefficient of (α=.92) and nine subscales viz Normative Environment(0.86), Global Awareness(0.74), Global Citizenship Identification(0.81), Intergroup Empathy(0.65), Valuing Diversity(0.79), Social Justice(0.81), Environmental Sustainability(0.79), Intergroup helping(0.80), and Responsibility to Act(0.83) were used to examine the perceptions of Global Citizen. The results of the survey study revealed that out of the nine subscales of the Global Citizen Scale of Reysen and Katzarska-Miller (2013), Normative Environment, Global awareness, Global Citizenship Identification, and Intergroup Empathy have been perceived as Somewhat Agree (5.00-5.99): Valuing Diversity, Social Justice, Environmental Sustainability, Intergroup Helping, and Responsibility to Act have been perceived as Agree (6.00-6.99). The overall perception on the Global Citizen is established at x ̅=6.09 and σ=0.90. The correlation and regression line between the number of years being in the Scouting indicated very strong and positive associations between the variables.

Moral cosmopolitanism, civic action and ethical consumption: Social differences in young Australians’ global citizenship

The relationship between global citizenship identity and actions remains an unsettled issue. In this article we use the PISA 2018 survey to explore whether global citizenship identity is associated with a greater likelihood of engaging in ‘globally minded’ practices among young Australians. Descriptive analysis reveals that self-reported global citizenship identity is associated with higher levels of moral cosmopolitanism, more so than with greater intercultural values or with more positive attitudes to immigrants. However, this self-declared identity does not necessarily translate into cosmopolitan action. Statistical modelling shows that, in the Australian context, global citizenship knowledge, values and identity account for a limited proportion of differences in self-reported cosmopolitan action. We argue that a sociological theory of practice helps explain these results. We conclude by highlighting future research opportunities to better understand the social determinants of global citizenship practices, including by exploring out-of-school socialisation and a broader range of cosmopolitan practices.

Who are your people? – The effect of political ideology and social identity on climate-related beliefs and risk perceptions

ABSTRACT Persistent divides among American voters regarding climate change, especially climate skepticism among conservatives, have long been explained with reference to ideology, vested interests, and trends of political polarization. More recently, an alternative set of explanations for the opinion gap between conservatives and liberals has been gaining traction, arguing that these divisions are generated by social identities and their effects on individual beliefs and attitudes. Here, we focus on global citizenship as a specific social identity. Seeking to connect ideology and social identity approaches, we study how the interaction between a person’s ideological leanings and their social identity as a global citizen relates to beliefs and risk perceptions regarding climate change. Analyzing two kinds of survey data, we find that a global citizen identity moderates the relationship between a conservative ideology and a person’s climate-related beliefs and risk perceptions, while it does not seem to have the same effect for liberal individuals. In other words, a global citizen identity is associated with a potential decrease in the ideological divide between conservatives and liberals regarding climate change. We explore the implications of these findings for climate change communication and policy and other issue areas.

A Buddhist-Humanist exploration of global citizenship within various spaces and places

In this autoethnographic study, I negotiate my identity as a mixed-caste South Asian woman, drawing on a Buddhist-humanist spiritual approach to examine the development of global citizen identity. The non-Western perspective of global citizenship discussed in the paper, challenges the mono-epistemological version of research produced in the English-speaking world. I discuss three experiences in my life that correspond to the cultivation of the tenets of global citizenship namely wisdom, courage, compassion as articulated by Ikeda. This paper offers a practical and experiential example of applying a non-dominant global citizenship approach and seeks to institutionalize the field as a discourse in the pursuit of global peace, social justice, and universal human rights.

Investigating language identities of international postgraduate students in Britain: a qualitative inquiry

ABSTRACT This paper explores eight Kazakhstani postgraduate students’ reflections of their international educational experiences in the UK after their immediate re-entry into Kazakhstan. Special focus was on their language identity development after their one-year stay in the UK. It was informed by Benson et al.’s ([2013]. Second Language Identity in Narratives of Study Abroad. London: Palgrave Macmillan) three-dimensional model of L2 identity: (a) identity-related aspects of L2 proficiency, (b) linguistic self-concept, and (c) L2-mediated aspects of personal development. The qualitative data collected from a written narrative and three subsequent rounds of individual semi-structured interviews suggest that most participants had lofty goals in the first period of their study abroad. They gradually became aware that full immersion in the host country could take a long time, and accordingly, they set concrete goals. The analysis of the data also revealed that the participants exercised their agency in displaying their development of sociopragmatic competence and a global citizenship identity, by respecting different opinions and accepting cultural differences. Nevertheless, some of them experienced racism based on their usage of English and presumed ethnicity. This study underlines the significance of introducing pedagogical interventions in all phases of study abroad to avoid student sojourners’ unrealistic or impractical goals and empower their language identities.

Student religious attitudes and global citizenship antecedents, identification, and outcomes in a Filipino sample

ABSTRACT In the present study, we investigated the influence of religious attitudes on a model of antecedents, identification, and outcomes of global citizenship using predictive quantitative tools. A total of 2,694 university students were recruited from two campuses of a large state university in southern Philippines and completed measures regarding religious attitudes and antecedents and outcomes of global citizenship identification. Data were analysed using correlations and structural equation modelling. Results showed that among three religious attitude dimensions, the religious behavioural dimension (religiosity) predicted antecedents, identification, and outcomes of global citizenship attitudes of university students. Implications of the results were analysed with respect to religious attitudes, university extension programmes and global citizenship education.

Global citizenship education as bounded self-formation in contemporary higher education internationalisation projects

ABSTRACT This paper explores the progressive possibilities of global citizenship education (GCE) and higher education internationalisation in the current milieu that is defined by the interwoven dominance of globalisation, neoliberalism, and English. Since current trends augur shifts in higher education internationalisation growth to nonWestern and nonAnglophone countries, the study focuses on a university in Japan where both GCE and internationalisation are explicitly promoted. Taking an approach based in critical educational studies and guided by scholarship on contemporary citizen formation, it investigates the complex interplay of agency and structure through student self-narratives regarding their own global citizen identity development. The paper argues that over time these students (re)constructed meanings and identities around the concept of global citizenship through myriad pathways in a multidirectional feedback loop that interconnected their self-identity, feelings, aspirations/desires, imaginations, actions, and experiences. After revealing specific factors that limited and facilitated this process of self-formation, and highlighting the paramount role of imagination, the paper concludes by asserting the viability of realizing global community and global citizenship through strategically targeted educational initiatives. This work provides both pragmatic guidance and reasoned optimism for scholars, policymakers, and practitioners who champion the projects of critical global citizenship education and critical higher education internationalisation.

The Relationship Between Global Citizenship, Personality, and Social Dominance Orientation

The concept of global citizenship identity is a multidisciplinary construct that has been studied in recent years. Unfortunately, there is not much research, which has measured the impact of globalization on such psychological constructs as personality, identity, and social functioning. The purpose of the present research is to assess psychological and demographic variables that co-exist with a “Global Citizenship” measure. Global citizenship for this study is operationalized as the awareness and embracing of cultural diversity while promoting sustainability and social justice. Global citizenship includes a sense of responsibility to act. Theory and research suggest that being aware of one’s connection with others in the world (global awareness) is rooted in settings that value global citizenship (normative environment) and can lead to greater identification with citizens worldwide. Specifically, the research presented is this paper consists of collecting and analyzing data, examining the interrelationships between global citizenship, a five-factor personality measure, demographic variables, a measure of social dominance, and a political orientation assessment. It was hypothesized personality variables would be able to predict level of global citizenship identity. Additionally, it was predicted Social Dominance Orientation (SDO) would be related to Global Citizenship Identity. The meaning and the implications of the findings obtained are discussed in the context of psychological, social and political behaviors.

The impact of students’ international mobility on global citizenship identity development – a theoretical approach

While universities expanding the short-term study abroad programs and international mobility for their students, these were identified as a substantial contribution toward the increasingly globalisation and promotion of global citizenship values. Lately few authors considered the global citizen dimension from a learning process perspective, suggesting a model of cultural citizenship linked with transformational learning process. This paper review the literature related to citizenship identity characteristics and the benefits resulted from international mobility programs. The final purpose is to create a new research model for evaluating the impact of the international experience through study abroad programs on attaining a set of explicit skills and attitudes which direct towards the classification of a global citizen.

Youth and religion in an age of global citizenship identification: An 18-country study of youth

The world is becoming more globalized and interconnected. As a result, there is an emphasis on ensuring that the next generation can adapt and work in the budding global industries and new work environments. Faith-based organizations can supplement or complement governmental and familial entities in supporting youth as they grapple with the implications of globalization and global citizenship expectations. Our aim is to study the level of global citizen identification among religious and non-religious youth. Using the World Values Survey, we obtain data pertaining to 18–29-year-olds from 18 countries. We found that youth who identified with religious beliefs and religious practices are less likely to align with global citizenship tenets (e.g. accepts neighbors who are different from themselves), yet more commonly identify themselves as world citizens. These findings indicate that religious beliefs and religious behaviors mediate effects between individuals and global citizenship identifications. In return, religious affiliation may serve as a mediating structure that is instrumental in helping youth function in a world where identifying and living as a global citizen is expected.

Perceived Impact of Globalization and Global Citizenship Identification

Perceived Impact of Globalization and Global Citizenship Identification

The Long-Term Impact of a Short-Term Study Abroad Program: Perspectives on Global Citizenship

This paper explores the long-term impact of a short-term study abroad program on alumni of the program years after having taken the course. Through using a mixed measure survey, the data reveals that short-term study abroad programs can have a significant and direct impact on the lives of alumni. The specific program considered has impacted alumni choices of international tourist destinations, activities alumni participate in while traveling abroad, as well as the choices alumni make concerning lodging while traveling abroad. In short, after participating in a short-term study abroad program, alumni have developed a global citizenship identity.

The cultivation and emergence of global citizenship identity

Higher education institutions worldwide are focal points for demonstrating leadership in cultivating global citizenship. Given the importance of this academic focus, efforts in higher education to promote a global citizenship ethic are an area of educational research that deserves attention. This article reports findings from case study research on the cultivation of global citizenship identity at Soka University Japan (SUJ). The research identified SUJ as an environment that promotes global awareness as a necessary pathway to global citizenship engagement. A key finding portrays SUJ students as ‘emergent global citizens’ – individuals undertaking a humanistic path of self-discovery that extends outwardly to the local and global community. The research findings have implications for global citizenship education (GCE) programmes in higher education – particularly those that wish to take on a leadership role in better preparing students for taking action to contribute to the well-being and sustainability of our diverse global community.

Short-Term, Faculty-Led Study Abroad and Global Citizenship Identification: Insights from a Global Engagement Program

Short-term, faculty-led study abroad programs are increasingly featured in higher education internationalization efforts. As noted in the literature, such programs can aid in the development of varied student outcomes, including developing global citizenship. This paper presents an examination of the Global Engagement Seminar (GES) program, a short-term, faculty-led program at a private women’s liberal arts college that has expressed a firm commitment to internationalization. A quasi-experimental design was employed to examine whether participation in the GES program influenced participants’ antecedents, identification, and pro-social values of global citizenship (Reysen & Katzarska-Miller 2013a), and how the relationships compare with those of a matched comparison sample. The results of the survey indicated that GES completion moderated some but not all of the paths in the global citizenship model. Completing a GES was associated with non-significant relations among the moderated paths, a finding that emphasizes the need for a nuanced discussion of the complex relationship between short-term study abroad and global citizenship. Implications for faculty-led global engagement programs that aim to promote global citizenship among undergraduates in liberal arts contexts are discussed.

Teachers’ Pedagogical Content Knowledge about Early Citizenship Education: Pedagogical Possibilities for Global Citizenship

The author explored the pedagogical content knowledge about early citizenship education (ECE) through individual interviews with 54 Korean early childhood teachers. The results demonstrated that teachers frequently prepare young children for citizenship by using community-based rather than individualized goals. Furthermore, the majority cited knowledge related to a sustainable society, communal relationship-oriented values, and interpersonal skills to develop positive relationships as important content areas for ECE. The research identified the participants’ conceptions of citizenship with regard to their national identity as Koreans. Moreover, the pedagogical possibilities in transforming early childhood education to achieve a global citizen identity were discussed.

Perception and positionality: Adult refugee and migrant students' understandings of the global citizen identity in British society

In an increasingly globalized world there is continued debate within educational research about the existence and identity of the global citizen. This article contributes to this exploration by locating the debate within the further education (FE) and skills sector. It is based on the author's MA dissertation and examines the understandings of the global citizen identity as held by adult students from refugee and migrant backgrounds at a large FE college in London. It also investigates the extent to which these students perceive themselves as global citizens in British society. A qualitative study is used to explore these perspectives through student focus groups and the theme of positionality. This article argues that the global citizen identity is largely understood as an aspirational identity that is implicated with orientations of power and that there is an overall absence of a critical approach in relation to understandings of the global citizen identity. Increased criticality is therefore essential in enabling an exploration of this identity as necessarily multifaceted and complex.

Ciudadanía global. Un estudio sobre las identidades sociopolíticas en un mundo interconectado

Este artículo pretende realizar un estudio sobre la posible aparición de un nuevo tipo de ciudadanía: la ciudadanía global. Buena parte de la bibliografía de ciencias sociales lleva tiempo anunciando el debilitamiento del estado-nación y de la ciudadanía nacional como resultado del proceso de globalización. La consecuencia sería el aumento del cosmopolitismo y la emergencia de una identidad ciudadana global. Esta sería, en principio, especialmente acusada entre los colectivos más globalizados. En el artículo se analizarán dos: los mochileros y los expatriados corporativos. Sin embargo, se intentará mostrar que cuando se utiliza la evidencia empírica disponible existen rasgos contradictorios. Tanto los mochileros como los expatriados corporativos comparten una retórica cosmopolita que no tiene un correlato tan claro en la esfera de las prácticas.