Global Citizenship Research Articles

Global citizenship, global access, and world-class education: constructing institutional narratives at the Sino-British universities

Purpose This study aims to contribute to understandings of how international universities in China construct institutional narratives to attract Chinese students by leveraging themes of global citizenship and international mobility. Design/methodology/approach Qualitative analysis of web and other university materials, and mixed-method analysis of social media (WeChat) to identify and quantify recurring themes in the universities’ student-facing presentation. Findings Despite differing operational models, both universities emphasize Western education’s prestige and global citizenship, primarily appealing to affluent families and positioning themselves as pathways to international postgraduate study. Originality/value The research provides new insights into the student recruitment strategies of international universities in China, contributing to the broader understanding of higher education internationalization in non-Western contexts.

From classrooms to global impact

In today's fast-changing environment, the need for quality education is more crucial than ever. Therefore, this article examines how quality education can transform society and contribute to a sustainable, interconnected world. It highlights the essential role of quality education in navigating global complexities, asserting that it can drive sustainable development and promote responsible global citizenship. The study redefined the scope of quality education by advocating for a holistic approach that goes beyond academic excellence, emphasizing the development of essential 21st-century competencies, critical thinking, and creativity. The article aligned educational practices with the United Nations Sustainable Development Goals (SDGs), highlighting the importance of environmental stewardship and social responsibility. It discussed how quality education nurtured intercultural understanding, empathy, and civic engagement, thereby cultivating a sense of global responsibility among students. Furthermore, the article identified quality education as a catalyst for sustainable development, preparing learners for the green economy and equipping them with future-ready skills to address complex global challenges through interdisciplinary problem-solving. The implementation of transformative quality education was examined, focusing on policy frameworks, inclusive curricula, and empowering educators as agents of change. The article concluded with a call to action, showcasing successful models and inspiring case studies, while mobilizing stakeholders to prioritize quality education as a means to empower global citizens and shape a better future.

Global Citizenship and Global Political Instability Through the Lens of COVID-19

Abstract: The 21st century has been widely considered an era of globalization. Nevertheless, the outbreak of COVID-19 reveals that this ongoing interdependence not only brings opportunities for cooperation and common development but also global crises. In this turbulent world stricken by the pandemic, the significance of global citizenship, in which individuals identify themselves as citizens of the global village and collaboratively take actions to address global challenges, has been reiterated. This global citizenship awareness is expected to be developed through education so-called global citizenship education (GCE). Therefore, this paper sheds light on the importance of GCE for global political stability through the lens of the COVID-19 pandemic, particularly taking geopolitical dynamics into account. It starts by enunciating the COVID-19 pandemic as a consequence of the lack of global citizenship awareness and how it precipitates global political instability. It then goes on to explore how the pandemic contributes to the promotion of GCE at a societal level. Finally, back to the school level, it analyses how the pandemic acts as a motivation to expand and reify GCE, allowing students to be prepared for the unforeseeable challenges and ensuring global political stability in the future.

Unveiling Critical Thinking Pedagogy: Classroom-Based Assessment Strategies in Higher Education

Promoting critical thinking (CT) skills has largely attracted the concern of numerous relevant stakeholders, including teachers, students, and policymakers, with the assumption that CT is a vitally learned skill needed by graduates. This study explores the extent of classroom-based assessment strategies used to promote the CT ability of undergraduate students in Vietnam. Qualitative research approaches were employed through in-depth interviews, classroom observations, and assignment analysis with a curriculum review of the Global Citizens Program at Swinburne Vietnam Alliance Program with FPT Education. The findings show that teachers have widely applied a couple of assessment techniques to increase the CT capability of students, including peer review, reflective writing, case study analysis and evaluation, teamwork projects, research-type assessments, and problem-solving. Furthermore, lecturers who are more aware of the importance of CT and those who are more flexible and skilled in testing self-developing techniques have more strategies for incorporating CT into their assessments. The study reveals that if CT is explicitly stated in the program learning outcomes and incorporated into the course outlines, it is more likely to be implemented.

Preparing the Future Public Health Workforce: Fostering Global Citizenship Through the Relational Employability Framework—Insights from Two Case Studies

A well-prepared public health workforce is essential for reducing disease burdens and improving population health, necessitating an education that addresses global and complex challenges. This paper explores the integration of the Relational Employability Framework in public health education as a tool to foster critical reflection and cultivate global citizenship among students and graduates. Global citizenship encompasses the social, political, environmental and economic actions of globally conscious individuals and communities, recognising that individuals operate within diverse local and global networks. Relational employability expands traditional notions of graduate employability, incorporating not only foundational career development and human interactions but also connections with more-than-human elements, including ecologies, technologies and materials. Our research, conducted at Edith Cowan University in Perth, Western Australia, involved two case studies using qualitative interviews. Case Study 1, drawn from the Cook’s doctoral research, explored student experiences with the Relational Employability Framework within an undergraduate capstone unit. Case Study 2, a school-funded project, gathered graduate perspectives to inform ongoing curriculum development. The findings indicate that the Relational Employability Framework can help support the development of global citizenship through critical reflective practice, as students reported improved ability to engage with diverse perspectives and societal challenges, and graduates highlighted the framework’s role in supporting ethical, evidence-based practice in professional contexts. Additionally, the framework supported the development of a reflective mindset, which graduates said helped them make informed, value-based career decisions, thus advancing their professional growth. This study suggests that adopting a relational employability approach can prepare globally competent and reflective public health professionals and recommends its implementation across health and higher education.

Critical Issues in Interculturality for Young Language Learners

This study critically addresses key issues related to interculturality among young language learners, focusing on an international primary school in Shenzhen, China. Interculturality is framed from a non-essentialist perspective, emphasizing the dynamic and reciprocal negotiation of meaning between individuals from diverse cultural backgrounds. The research explores how intercultural understanding can be cultivated through interactive pedagogical strategies such as storytelling and storycrafting, which facilitate both language learning and cultural exchange. The study highlights the unique characteristics of young learners, noting that their innate curiosity and active engagement make them well-suited to these approaches. Additionally, it examines the practical challenges of integrating intercultural encounters into language education, including the need for specialized teacher training and the complexity of managing diverse linguistic backgrounds. The study concludes that fostering interculturality in young learners requires a shift from traditional cultural instruction to engaging students in authentic, interactive experiences. These approaches not only enhance language acquisition but also promote deeper intercultural understanding and prepare students for global citizenship.

Exploring global citizenship education for preservice early childhood teachers in South Korea: critical reflections on transformative pedagogy through journal writing

AbstractThis study aims to reveal how the “Global Citizenship Education (GCE) for Preservice Early Childhood Teachers” course offered at a teacher education program in South Korea fosters critical reflection in preservice early childhood teachers. Of the 21 preservice early childhood teachers who registered for this course, 11 agreed to participate in the research. The participants were asked to submit journals after each class, and the researchers analyzed the content of the participants' journals, focusing on the aspects of key concepts, inquiry, and change. Participants’ journal entries reevaluate the notion of child-centered education, critique institutional biases, and offer a clarifying perspective on the limitations of “equality” in achieving happiness for all. Participants also critically analyzed anthropocentric perspectives and behaviors, exploring how their thinking, being, feeling, and acting were shaped. By illuminating the possibility of providing opportunities to encourage GCE and critical reflection, albeit on a small scale, this study is expected to encourage teacher educators to implement GCE for preservice teachers.

Integrating culturally-oriented activities in physical education: Analysis on the incidental learning and appreciation of learners to Philippine culture

The study investigates incidental learning and the appreciation of college students towards culturally-oriented activities in physical education sessions. The exploratory research design uses one-on-one interviews to gather data from 20 physical education students enrolled in the 2023–2024 school year. The positive impact of integrating culturally-oriented activities into physical education sessions is that it emphasizes the importance of cultural awareness and inclusivity in educational settings. The benefits of incorporating culturally-oriented activities into physical education include promoting cultural understanding and enriching students’ educational experiences. The transformative effect of culturally oriented activities in physical education prepares students to become responsible global citizens, emphasizing the importance of cultural enrichment. Incorporating culturally-oriented activities in physical education sessions has significant implications for educational practices, policies, and societal attitudes towards diversity, promoting global citizenship and inclusivity. Integrating culturally-oriented activities in physical education is essential in the current context to nurture cultural awareness, respect, and diversity among students. Investigating the effects of such activities can help educators create more inclusive and culturally responsive learning environments, preparing students for a diverse and interconnected world. Physical education is a way of education through physical activities that are selected and carried on with full regard to values in human growth, development, and behavior. Help learners to better understand both their own identity and the ethos of the school context and environment they share with others. Teachers’ and students’ perspectives on culturally relevant physical education. Aspects of culture and education should be complementary in terms of complementing and reinforcing each other.

Cross-Cultural Biology Teaching Using Next-Generation Science Standards

This study explored Next Generation Science Standards (NGSS) in cross-cultural biology teaching through collaborative lesson studies involving educators from the USA and the Philippines. We employed grounded theory and examined iterative feedback processes during lesson development to refine learning exemplars. Learning exemplars validation affirmed their alignment with both NGSS and the Philippine science education frameworks, ensuring cultural relevance and educational rigor. Five key themes were identified as pivotal: retrieval of prior knowledge, fostering meaningful learning experiences, enhancing memory and retention, fostering active engagement, and cultivating critical thinking skills—integral for developing culturally responsive curricula. Moreover, students became independent learners, responsible for their learning, reflective and critical thinkers, problem solvers, inquiry-oriented, creative, collaborative communicators, modelers, data analysts, persistent, adaptable, and self-directed. Implications include enhancing educational policies to support cultural diversity and integrating cross-cultural learning exemplars to enhance global teaching practices. This study underscored the transformative potential of cross-cultural collaboration in advancing science education, fostering engaging learning environments, and preparing students for global citizenship.

Pathways to Action: Theory of Planned Behavior Mediation of Global Citizenship and Social Justice Intentions

Pathways to Action: Theory of Planned Behavior Mediation of Global Citizenship and Social Justice Intentions

Internationalisation in First-Year Computing

Higher education institutions have responded to the growing demand of internationalisation by embedding global citizenship and intercultural competency as key graduate attributes within their curricula. These attributes shape the learning outcomes (LOs) and assessment criteria (UTS, 2023), guiding students to acquire the necessary skills to thrive in diverse global environments (Wong et al., 2022). LOs are pivotal in understanding how internationalisation is incorporated and prioritised within the curriculum, reflecting the institution’s commitment to preparing graduates with these key competencies. This study seeks to evaluate how internationalisation is integrated into computing education curricula, with a focus on the potential of graduates’ design decisions to foster an environmentally sustainable and equitable world (Shultz & Jorgenson, 2009). The first phase of the study examined the LOs for five first-year units across three Australian universities to assess the initial introduction of internationalisation to students. The data for this study was sourced from publicly available information on university websites, including curriculum details, course descriptions, and associated documentation outlining the LOs. These LOs typically provide an overview of the educational goals for a course or unit, highlighting the primary skills and attributes students are expected to develop. However, they may not fully capture the specific pedagogical approaches or assessments used to achieve these outcomes. The analysis involved a comprehensive review of the available curriculum, course descriptions, and associated documentation to understand how internationalisation is integrated into the LOs. Each identified LO was systematically analysed to identify codes related to internationalisation. An inductive thematic analysis approach was used to derive themes from these codes, representing the forms in which internationalisation appeared in these units. Out of the 15 units examined, 46.7% (seven units) did not include any LOs related to global citizenship. Therefore, the themes derived from the analysis represent the remaining 53.3% (eight units) across the three universities: Ethical/Moral/Legal Obligations: Six out of eight units referenced moral, legal, ethics or ethical behavior in professional practice. Thinking Skills: Seven out of eight units required students to demonstrate analytical, and critical thinking skills as part of the learning outcomes. Diversity of People and Places: Three out of eight units mentioned diverse cohorts of people or places, emphasising the importance of understanding, and engaging with diversity. Working with People: Four out of eight units included the need for students to work effectively with others, highlighting teamwork, leadership, and conflict management skills. Communication Skills: Four out of eight units stressed the importance of effective communication, requiring students to convey complex information appropriately in various formats. While LOs provide a valuable starting point for assessing the presence and emphasis of global citizenship attributes within the curriculum, they may not fully capture the depth of internationalisation efforts. Exemplary practices are those that explicitly and comprehensively incorporate internationalisation concepts, as evidenced by detailed LOs. These practices are identified through the presence of key attributes such as ethical obligations, thinking skills, diversity, teamwork, and communication. By highlighting these attributes, the study aims to showcase effective integration methods that could serve as models for other disciplines.

Enriching Educational Landscapes

As an arts educator, I spent a month in Bhutan engaging Bachelor of Education students in project-based learning activities aimed at enhancing creativity, critical thinking, and problem-solving skills. These activities served as a dynamic capstone to their theoretical literacy unit. I documented students' collaborative efforts and creativity through photos and videos, which have been transformed into eBooks. These resources are now integrated into courses at my Australian university, enriching learning experiences for our culturally diverse student body with authentic examples of cross-cultural project-based learning. The eBooks showcase student outcomes and offer reflective analyses to inform future teaching practices, inspiring innovative and collaborative learning strategies globally. Moreover, these resources contribute to the university's commitment to global education and cultural diversity, demonstrating how experiential learning can transcend geographical boundaries and enrich the educational journey of students promoting global citizenship. To address a broader audience within Bhutan, and globally, the lesson plans and resources I developed to deliver the project-based learning activities, are now available on the Artist in Residence Education Program website. This provides an opportunity for any educator to access and adapt these materials to their own contexts. Teaching in Bhutan highlighted how factors like collectivist culture, religious beliefs, and the Gross National Happiness Index support traditional teaching practices and how complex it is to break down traditional teaching practises and encourage valid creative ways learning. The students greatly enjoyed the new activities and even requested additional lessons. It was rewarding to see them realise their potential for creativity and innovation in teaching, enhancing their approach to learning and self-perception as future educators. In conclusion, understanding sociocultural norms in Bhutan offers a wealth of insights that can inspire and inform academic approaches to teaching in countries with traditional forms of education and limited access to resources.

The Transformative Power of Generative Artificial Intelligence for Achieving the Sustainable Development Goal of Quality Education

This study explored the transformative potential of generative artificial intelligence (GAI) for achieving the UN Sustainable Development Goal on Quality Education (SDG4), emphasizing its interconnectedness with the other SDGs. A proprietary algorithm and cocitation network analysis were used to identify and analyze the network of SDG features in GAI research publications (n = 1501). By examining GAI’s implications for ten SDG4 targets, the findings advocate for a collaborative, ethical approach to integrating GAI, emphasizing policy and practice developments that ensure that technological advancements align with the overarching goals of SDG4. The results highlight the multifaceted impact of GAI on the SDGs. First, this paper outlines a framework that leverages GAI to enhance educational equity, quality, and lifelong learning opportunities. By highlighting the synergy between GAI and the SDGs, such as reducing inequalities (SDG10) and promoting gender equality (SDG5), this study underscores the need for an integrated approach to utilizing GAI. Moreover, it advocates for personalized learning, equitable technology access, adherence to ethical AI principles, and fostering global citizenship, proposing a strategic alignment of GAI applications with the broader SDG agenda. Next, the results highlight that GAI introduces significant challenges, including ethical concerns, data privacy, and the risk of exacerbating the digital divide. Overall, our findings underscore the critical role of policy reforms and innovative practices in navigating the challenges and harnessing the opportunities presented by GAI in education, thereby contributing to a comprehensive discourse on technology’s role in advancing global education and sustainable development.

The theory of intercultural education for international students

ABSTRACT Intercultural education is commonly considered an important aspect of international student education that the host universities need to provide. Based on first-hand observations and experiences as an international educator in Canada, this practitioner reflective inquiry critiques three theoretical foundations that are often drawn upon in current intercultural education practices for international students, namely Culture Shock, Cultural Dimensions, and Cultural Adaptation. After unpacking the limitations of these theoretical frameworks, this paper aims to provide a coherent new theory of intercultural education for international students on the basis of three different concepts, namely Complexity Theory, Small Cultures, and Global Citizenship. By embracing these three different concepts, the new theory proposed in this paper advocates a paradigm shift from modern to postmodern, from positivist to deconstructive, and from Eurocentric to Globalist approaches to intercultural education for international students, the majority of whom have moved from the Global South to the Global North for higher education.

Analyzing the Role and Impact of International Service-Learning Programs in Engineering Education: A Case Study from École Polytechnique de Bruxelles

This study examines the role and impact of international service learning (ISL) programs in engineering education, focusing on the Codepo initiative at the École polytechnique de Bruxelles. Our primary objective is to analyze how ISL programs contribute to the development of students’ technical skills and civic engagement. We describe the structure and implementation of the Codepo teaching unit, present findings from a survey conducted with 150 former students (123 answers), and analyze the results in terms of skills acquisition, added value, and lessons learned. Our findings highlight the significant benefits of ISL programs for engineering students and provide actionable insights for other institutions aiming to implement similar initiatives. Notably, our results show that international service learning, generating large commitment from the students, can contribute to an engineering school in several ways. This type of initiative aims not only to train engineers in the field of cooperation (or in other technical professions) but also to educate them as world citizens. The results also highlight that it is not enough to propose projects linked to cooperation to make it a service learning scheme: working on reflexivity, encouraging autonomy, and finding the right partners remain challenges.

Teaching for sustainability and altruism through project-based learning: A framework and case study

ABSTRACT This paper introduces an education for sustainable development (ESD) framework and professional development system called Teaching for Sustainability and Altruism through Project-Based Learning (SAPBL). The framework conceptualizes how a global moral identity develops through project-based pedagogy. The SAPBL framework fosters sustainability citizenship and altruistic living by empowering learners, starting in early childhood, to engage with the U.N. Sustainable Development Goals in their local context. A qualitative case study is presented to describe how early childhood teachers from the U.S. and China completed the SAPBL course and implemented this approach to ESD with their students. Teachers reported increased confidence to facilitate sustainability projects, greater ability to connect curricula to societal issues, increased examination of local-to-global challenges by students, and students’ increased action to improve their world. Preparing students for global citizenship can start in preschool by motivating young children to act sustainably and altruistically.

Preparing pre-service teachers for Generation Alpha: A social innovation perspective

Background: This era of exponential technological advancements makes us profoundly aware of the role that education must play to ensure that ‘humankind’ is not only able to live but thrive in a world challenged by environmental and social issues. Many of our pre-service teachers are digital natives. However, they will have to be taught to become digital integrators in a learning space where technological innovation aligns with social innovation. This calls for teacher education institutions to critically analyse their curriculum design.Aim: This study aims to investigate the extent to which pre-service teachers are prepared to teach Generation Alpha and it also highlights the imperatives for reimagining teacher education curricula for future generations within the context of social innovation.Setting: This study is conducted on fourth-year Bachelor of Education students who attend a private higher education institution and teacher educators based in teacher education institutions in Gauteng, South Africa.Methods: A qualitative case study research strategy is used in this study. Data were collected through focus group interviews and individual interviews. The raw data were analysed through content analysis.Results: The key findings of this study indicate that fourth-year BEd students believe that they are not adequately prepared to teach Generation Alpha learners within the context of social innovation. This belief is validated by teacher educators.Conclusion: Pre-service teachers must be competent in technological innovation, social innovation and global citizenship to enable them to produce learners who are socially, and ethically responsible, as well as emotionally intelligent innovators, leaders and communicators.Contribution: To mobilise and expedite these competencies, teacher education institutions must redesign their pedagogical models and teacher education curricula to align with the educational needs of the future generations.

‘Some change of feeling and purpose’: The League of Nations Union, emotions, and world citizenship in Britain, 1919–1939

Many voluntary associations during the interwar years promoted international understanding in the hope of avoiding another global war. The League of Nations Unions in Britain lobbied the government to advocate for the newly founded League of Nations, whilst also seeking to convince and educate a wider public, promoting a ‘world citizenship’ that crossed national boundaries. Children and young people were a key constituency for the LNU’s promotional efforts as they would be the ones to take its agenda forward in the future. To create world citizenship among this younger generation, the LNU argued that ‘new knowledge’ alone was insufficient; a ‘change of feeling and purpose’ was also required. This article focuses on the ‘change of feeling and purpose’, the emotional terrain of the LNU’s vision of world citizenship, with an emphasis on international friendship, hope and fear. Drawing on selected exemplars from the LNU’s Education Committee publications, school magazines, and memoirs and oral histories, it explores ways in this emotional terrain was envisaged by adults in the LNU, and was experienced and articulated by young people themselves.

Seeking the optimal SPOC-based blended learning approach to enhance deep learning from the community of inquiry perspective

To equip students with 21<sup>st</sup> century skills to be competent global citizens and succeed academically and professionally, information and communication technology tools are being utilized to facilitate deep learning in higher education. This study integrated a small private online course (SPOC) with face-to-face (F2F) classroom learning to design and implement a blended English as a foreign language (EFL) course for deep learning. A mixed-method design was employed to investigate the learning experiences and perceptions of EFL students in the SPOC-based blended learning (BL) environment. The primary objective was to examine whether and how the teaching, social and cognitive presences were established from the perspective of the community of inquiry (CoI) model. Participants were 60 students enrolled in an eight-week English communicative course in a Chinese college. Quantitative data was obtained from the CoI and BL surveys, while qualitative data was gathered through individual interviews with 10 students. The results showed that a CoI was established, and deep learning happened in both SPOC and F2F learning areas with a more salient teaching presence in the SPOC area, a stronger social presence and a higher frequency of resolution phase reached in the F2F area. Furthermore, learners expressed satisfaction with the BL course, perceiving it as effective for English language acquisition. Pedagogical implications were offered to assist educators and institutions in optimizing the use of SPOC-based BL to enhance deep learning.

Knowledge and emancipation

This essay explores Latin America's struggle for epistemic independence against dominant Global North informational flows in science and technology. It addresses the impact of knowledge production domination on the region, including epistemic injustice and academic imperialism, proposing strategies for bolstering science through epistemic sovereignty. It emphasizes higher education's pivotal role in a nation's sovereignty by fostering knowledge production, global citizenship, and intellectual leadership. However, in today's multipolar world, universities in less developed countries often serve as conduits for Global North knowledge, perpetuating their agendas. The consolidation of digital environments and globalization further exacerbates this issue, leading to an anglophone bias in scientific knowledge production, diminishing the visibility and relevance of Latin American scientific contributions—a form of epistemic injustice. The essay contextualizes the concept of epistemic sovereignty, highlighting ongoing resistance efforts in Latin American higher education against knowledge production dominance and instances of epistemic injustice.