Global Citizenship Research Articles

Critical reflection and global citizenship education: exploring the views and experiences of teacher educators

ABSTRACT Reflection and reflective practice are internationally recognised as vital and central dimensions of initial teacher education (ITE) programmes. Despite this, numerous studies have identified issues relating to the process and impact of reflection on pre-service teachers views and practices, with critical reflection frequently remaining elusive. Drawing on in-depth interview data with teacher educators (n = 5), this paper explores teacher educators’ experience, concerns and understanding of reflection within ITE and the relationship between reflection and Global Citizenship Education (GCE). GCE is UNESCO’s response to global inequality and unsustainability and when integrated appropriately and effectively in education settings, can contribute to teaching and learning activities that support learners to explore the wider world and our place within it. Drawing on the data, the paper questions the dominant and persistent approaches to engaging with reflective practice and (critical) reflection within ITE, raising important questions around what reflection is or should be, and explores, through the lens of GCE, some possibilities for future practice.

Education’s primary motive of overall human development in India: Case based perspective of Dayalbagh Educational Institute

The Indian higher education system faces significant challenges in integrating value-based education, sustainability, and consciousness, often prioritizing academic achievements over holistic development. This case-based research explores how Dayalbagh Educational Institute (DEI) effectively addresses these challenges by incorporating sustainability, value, and consciousness into its educational framework. DEI was selected for its distinctive approach, which emphasizes moral and social responsibility, fostering not only academic success but also the ethical development of students. The study draws on document analysis and observations to illustrate how DEI’s educational practices serve as a model for other institutions. The research underscores the urgent need for educational reforms in India that go beyond traditional metrics of success, addressing the gaps in moral education and sustainable practices. By fostering critical thinking, ethical decision-making, and social responsibility, DEI demonstrates how an education system can prepare students for future challenges while promoting a deeper consciousness about their role in society. The findings suggest that integrating value-based education with sustainability and consciousness not only enhances students’ holistic development but also contributes to broader goals of national development. DEI’s model offers practical insights and evidence for other educational institutions to adopt similar strategies, ensuring that future generations are better equipped to address societal challenges with a strong ethical foundation. This research thus provides a comprehensive view of the essential elements needed in modern education to create responsible and conscious global citizens.

Fostering Inclusive Learning and 21st‐Century Skills: Creating Translanguaging Spaces in University Content and Language Integrated Learning Courses

ABSTRACTContent and Language Integrated Learning (CLIL) is an innovative educational approach applicable to diverse settings. CLIL promotes 21st‐century skills, including logical and critical thinking, problem‐solving, creativity, collaboration, and cross‐cultural awareness. In Asia, particularly Japan, CLIL has predominantly focused on English language acquisition, often overshadowing its broader goal of developing other skills. Accordingly, a new language course has been developed to enhance both language proficiency and 21st‐century skills among Japanese and English learners at an international university in Japan. This study presents findings from a larger case study that examines student and teacher experiences within the new CLIL framework, leveraging translanguaging pedagogy. Analyzing student reflections and interviews, this study highlights the role of translanguaging in enhancing 21st‐century skills such as leadership, critical thinking, and collaboration, particularly in group projects. However, deeply ingrained monolingual beliefs pose challenges to students fully embracing translanguaging methods, despite their educational value. This study provides insights for educators and policymakers advocating innovative language programs, particularly in fostering global citizenship and diverse skillsets essential in contemporary contexts. It also highlights the importance of integrating language learning with broader skill development in multicultural educational environments.

DiScO: novel rapid systems mapping to inform digital transformation of health systems

BackgroundGlobal health systems are confronting challenges that intersect climate change with evolving communicable and non-communicable public health risks. Addressing these challenges requires systems integration via citizen big data that exist outside health systems. However, systems integration across jurisdictions is a complex challenge that requires stakeholder input. This study’s purpose was to conduct rapid systems mapping with international health system stakeholders to inform the development and implementation of a global digital citizen science observatory (DiScO), which aims to catalyze digital transformation of health systems across jurisdictions.MethodsA rapid qualitative systems mapping study was conducted during the International Society for Behavioral Nutrition and Physical Activity Annual Global Summit in Uppsala, Sweden, in June 2023. The choice of the venue and approach was informed by three key criteria: (1) Established evidence linking physical activity and nutrition with non-communicable diseases; (2) Concrete existing methods of obtaining citizen big data by physical activity and nutrition researchers; (3) Precedence of physical activity and nutrition researchers conducting citizen science as well behavioral/clinical big data collection. The design of this study was an innovative pre-post systems map development, which consisted of (1) real-time rapid systems mapping (pre/initial map) by engaging with international stakeholders and (2) adjustment of the real-time systems map (post/final map) after analyzing stakeholder discussion data.ResultsRapid systems mapping resulted in a complex network that included key themes to successfully develop and implement DiScO: priorities, opportunities, risks, challenges, partnerships, and resources. Additionally, a new theme emerged organically through stakeholder group discussions – mitigation strategies. The adapted rapid systems map (i.e., after data analyses) depicts 23 key nodes of intervention across the seven key themes.ConclusionRapid systems mapping at international symposia is a novel methodological approach to capture stakeholder input, particularly to understand complexity across international jurisdictions – an approach that can be replicated across disciplines and sectors to inform digital transformation of health systems. The development and implementation of DiScO, a platform for decentralization and democratization of technology, will take into consideration all the key nodes of intervention identified in the rapid systems map to promote digital health for equity across global jurisdictions.

The Evolution and Importance of Student-Centred Assessment in Modern Education

This paper is based on the concept of examining the development and significance of the kinds of assessments that focus on students in present-day learning environments. This work examines the historical context of educational assessment from the oral tradition of the ancients to present-day standardized testing and reflects on the emergence of student-centred paradigms. The discussion also covers the advantages of these techniques, which incorporate higher participation, enhanced learning, and preparation for pragmatic problems, together with the issues encountered in the implementation of these techniques. The paper describes real-life examples of successful use across various learning contexts and looks at potential future developments, including AI-facilitated assessments and virtual environments as learning simulations. If these questions are touched on, it is possible to ask questions about ethics and policy consequences: equity, protection of privacy, and adherence to educational norms. This paper examines how student-centred assessment has applied a solution to several restraining factors of global education, including workforce development and the promotion of global citizenship. The conclusion re-emphasizes the capacity and potential of assessment for improving efficiency, fairness, and the learning experience when learning is placed at the centre. Therefore, this paper confirms that practitioners, educators, policymakers, and researchers should come together to enhance the definition and implementation of these practices in their rightful places, recognizing their importance in preparing students for the challenges of the 21st century.

Correction to: Human Rights in Scottish Foreign Policy: Constructing Scotland as Good Global Citizen

Correction to: Human Rights in Scottish Foreign Policy: Constructing Scotland as Good Global Citizen

Digital storytelling as a tool for global citizenship and sustainability

In this study, we explore the transformative impact of digital storytelling in education, with a focus on promoting global citizenship and sustainability awareness among students. We examine how digital storytelling platforms can enhance traditional literary curricula by fostering deeper cross-cultural understanding and engaging students with global sustainability challenges. We evaluate the effectiveness of digital narratives in increasing student engagement with literature while cultivating a sense of global responsibility and environmental stewardship. By enabling students to connect with diverse cultures and global issues through immersive and interactive storytelling, the research highlights the role of innovative educational strategies in aligning with the United Nations’ Sustainable Development Goals. The findings provide valuable insights for educators and policymakers seeking to leverage digital technologies in fostering a globally aware and responsible generation, ultimately contributing to the discourse on the integration of technology in education.

Nurses as UN champions: Increasing nursing presence and influence at the United Nations.

Representing half of the global health workforce, nurses are critical to health promotion, disease prevention, and the economic and social needs of populations. However, nursing expertise is underutilized in the UN System, and nurses are underprepared for roles in policy to influence global health and sustainable development. Innovative education strategies are necessary to address the sidelining of nursing expertise in these spaces and build nursing literacy in shaping global policy. This quality improvement project aimed to develop and evaluate a model to build a USA-based school of nursing's literacy and engagement with the United Nations (UN) System. A Doctor of Nursing Practice (DNP) student developed an innovative educational model, the United Nations Essentials for Global Nursing Leadership, in partnership with a school of nursing (SON), to build faculty knowledge and skills on initiating and sustaining bidirectional engagement with the UN. In 2023, SON faculty piloted the model, and pre-/post-intervention survey data were utilized for improvement. Participants reported increased knowledge, awareness, and confidence related to the UN System and their ability to engage as policy influencers, health diplomats, and global citizens. In total, 100% of participants volunteered to hold the role of UN champion for the SON. This innovative model advances nursing knowledge and coherence in the UN System and key areas of policy, diplomacy, and global governance for meaningful UN engagement. CONCLUSION AND IMPLICATIONS FOR NURSING, HEALTH, AND SOCIAL POLICY: Models that invest in closing the global nursing leadership preparation gap can raise the profession's visible UN presence and strategic policy influence at a critical time for people and theplanet.

The Elite Global Citizen: How Wealth Shapes Cosmopolitan Identity and Charitable Intentions

ABSTRACTIn four studies, we provide the first empirical examination of how wealth relates to cosmopolitan identity and its consequences for charitable intentions. Study 1 demonstrated that wealth positively predicted cosmopolitan identity in a 60‐nation dataset (n = 90,350). Study 2 replicated this finding with multi‐item measures in the United States, India and Australia (total n = 861); self‐esteem and self‐efficacy accounted for this association. Study 3 demonstrated the mediating role of cosmopolitan identity in explaining the link between wealth and charitable intentions (n = 351). Study 4 provided causal evidence for these relationships by experimentally manipulating wealth perceptions in the United States and India (total n = 537). People who were made to feel wealthy (as opposed to poor) reported greater self‐esteem and self‐efficacy, which flowed through to heightened cosmopolitan identification, and finally to increased charitable intentions. Together, these studies suggest that structural economic realities may impose psychological barriers to cultivating global citizenship, hence implicating prosocial downstream consequences.

Are Short-Term Study Abroad Experiences Effective in Developing Global Citizenship in University Students Studying Health Degrees?

Short-term study abroad (STSA) experiences are an increasingly popular strategy used by universities to develop global citizenship in students. Global citizenship is particularly important for emerging health professionals with many health challenges of the 21st century being of global importance. Yet, evidence on the effectiveness of STSA is inconclusive, predominantly due to methodological issues limiting research to date. This quasi-experimental study draws on a recognized global citizenship framework encompassing dimensions of social responsibility, global competence, and global civic engagement to examine the changes in global citizenship pre- and post-STSA experience in health students. The sample consisted of health students (n = 75) who participated in an STSA experience (study tour or practicum) from 16 to 22 days in a less industrialized country and a control group (n = 66) who did not partake in any intervention. The data analysis found that students in the intervention group had significant improvements in their overall global citizenship score and its dimensions separately, except for social responsibility, while no significant changes were seen in the control group. The findings provide evidence to support STSA experiences as an accessible option for universities to promote global citizenship development among health students.

Transforming and thriving: Australian students in Vietnam through the New Colombo Plan

ABSTRACT Outbound student mobility has gained increased popularity over the past two decades. It involves an array of stakeholders including students, academics, mobility practitioners and home and host communities. Despite challenges, learning abroad creates a range of impacts on individuals, institutions, and society. Existing research on learning abroad largely concentrates on students’ motivations, activities and effects of outbound mobility on individual students. However, how learning abroad may potentially contribute to transnational connections is largely under-researched. This article responds to a critical gap in the literature by examining not only how learning abroad in Vietnam enriches individual Australian students personally, professionally and culturally but also how such developments could potentially have broader transnational impacts. The article draws on a study including interviews with 24 Australian students learning abroad in Vietnam through the New Colombo Plan. It elucidates the students’ intercultural, personal and professional growth, especially on the humanistic aspects of global citizenship, through their deeper understanding of Vietnam, their formation of a relational capability, and a sense of empathy with the Vietnamese people. The article also highlights the value of Australian students' intercultural experiences and engagement with Vietnam to the society. In particular, it unpacks how Australian students' learning abroad in Vietnam could potentially contribute to enriching Australia-Vietnam connections and collaboration to respond to critical socio-economic issues such as climate change, economic development and poverty.

Home in Han Suyin’s 'Till Morning Comes' from the Perspective of New Cultural Geography

Viewed through the lens of new cultural geography, a geographical landscape is a symbolic system showing the beliefs and values of society, as in the case of the home landscape. The article employs Mike Crang’s concepts of landscape and home to examine different homes in Han Suyin’s Till Morning Comes (1982). From leaving homes, searching for homes to returning homes, Stephanie, an American woman in diaspora, is exposed to different cultures, experiencing a sense of home in China, a sense of homelessness in both China and America, and a sense of being between worlds. In the process of searching for a home, Stephanie constructs her identity as a Chinese and eventually as a world citizen. The home in the novel is more than just a dwelling place; it is a place signifying cultural identity and a meaningful space that influences the identity transformation of a diasporic woman. The article therefore uses a textual analysis approach to explore how homes are represented and how a diasporic woman’s identity is affected by the home landscape she experiences in Till Morning Comes. This novel’s exploration of home illuminates the unique experience of a diasporic woman, highlighting the importance of re-evaluating Han’s work within the framework of contemporary cultural geography.

Cultural Sensitivity and Social Well-Being in Embassy Architecture: Educational Approaches and Design Strategies

Over the past two decades, the expanding environmental and ecological crises highlight the need to broaden the concept of sustainability to encompass support for cultural sensitivity and social well-being. This study explores the role of architectural education in fostering cultural sensitivity and social well-being in embassy architecture within a framework of environment–behavior studies. It starts from the premise that the architectural values of a culture are deeply rooted in the relationship between the users, architecture, and surrounding environment. State-sponsored architectural works (e.g., embassies, consulates, cultural centers) built outside the country are viewed as symbolic representations of a nation’s diplomatic and cultural influence. These architectural typologies hold a unique potential to act as bridges for cross-cultural dialogue and foster a collective sense of global citizenship. In order to develop and assess the teaching curriculum, a specific assignment was given to master’s students of the Faculty of Architecture, University of Belgrade, with the aim to explore how engineering education can be adopted to motivate students toward sustainable attitudes and design solutions. While traditional diplomatic architecture emphasizes inward-facing, fortress-like design strategies, establishing physical and symbolic barriers between the embassy’s territory and the surrounding context, this research advocates for a more holistic approach oriented toward cultural sustainability, openness, and integration within an urban context. Key findings highlight creative solutions for balancing cultural representation with functional requirements while prioritizing community engagement, environmental responsibility, and user well-being. By demonstrating the two distinctive architectural strategies, this study contributes to the culturally responsive embassy design within the broader context of sustainable architectural education.

Collaborative online international learning to enhance intercultural effectiveness in social work education

ABSTRACT Using the Collaborative Online International Learning (COIL) model, social work students based in three different countries (U.S. China, U.K.) were invited to participate in intercultural discussions about the development of the welfare systems in these countries. The discussion forum and COIL activities were conducted using synchronous virtual meetings via Zoom which were referred to as ‘virtual cocktail parties.’ Fifteen synchronous sessions were offered, and a total of 91 students participated in the COIL classes. This endeavor aims to enhance students’ utilization of a peer learning format for intercultural effectiveness, thereby fostering a deeper and more comprehensive understanding of the intricate aspects of social work practice. Through discussions with their peers in different countries, social work students recognized how, interculturally, they were impacted by social problems and professional situations. Learners also reflected, dialogued, and shared in contexts marked by cultural diversity. COIL appears to encourage students to develop a sense of global citizenship, fostering a deeper understanding of their roles and responsibilities in an interconnected world.

La formación inicial del profesorado de primaria en educación para la ciudadanía. Estudio de casos en Latinoamérica

This article identifies, analyzes and interprets what happens with citizenship education in the initial training of generalist teachers, in university programs in Latin America. The methodological strategy is the documentary analysis of the citizenship education curriculum in three academic programs in Chile, Argentina and Colombia, which train primary school teachers and who agree to participate voluntarily in the study. The results identify that the purposes and objectives of the programs for the initial training of generalist teachers focus on global citizenship. In the study plans, the contents planned for teaching the area are few and focused on theoretical concepts related to national citizenship, which do not favor the development of critical thinking or the political training of teachers, which are essential aspects to train students future teachers and transformative intellectuals (Giroux, 2006). The analysis concludes that general teachers are not being trained to educate primary school boys and girls as critical and democratic citizens. Academic programs have the challenge of proposing problematizing curricula, in which future teachers acquire the professional skills to analyze and understand the complexity and interdisciplinarity of social knowledge and, to guide the area of ​​citizenship in primary education in the construction of democratic culture and social justice.

Membangun Wawasan Global Warga Negara Muda melalui Pendidikan Kewarganegaraan Global di Indonesia

This article aims to describe the global insights of young citizens and the conceptual framework of global citizenship education in Indonesia. This study uses a descriptive qualitative approach with a literature study method carried out through several stages ranging from collecting, analyzing, to interpreting data from various written sources, such as books, journal articles, research reports, and other documents. Global insight includes not only knowledge of international events, but also an in-depth understanding of how those events are interrelated and impact everyday life in different parts of the world. In this era, young people must be able to think critically and be adaptive to global changes, as well as have high social awareness to be able to contribute positively in a global society. Global awareness includes cultural awareness, interconnectivity, global identity, social responsibility and critical thinking skills. All these dimensions aim to equip youth with the necessary skills to participate in a global society and deal with international issues. In the Indonesian curriculum, global citizenship education needs to be integrated with relevant approaches through thematic learning, collaborative projects, and the use of technology, aligned with the standards set by UNESCO to encourage awareness and active participation in global issues. This approach includes a number of key elements designed to improve learners' understanding, skills and attitudes in an interconnected global context.

The Ideological Dilemma in Using Games in Global Citizenship and Development Education

The objective of this paper is to contribute to discourse informing the use of computer games in Global Citizenship and Development Education. In doing so, it addresses the incompatibility and conflict between the values imbedded in games and those informing development education practice. It is aimed at both formal and informal educators who see the potential in using games in their practice and want to reconcile this dilemma. It is also aimed at policy makers and influencers who want to shape the structures governing such digital spaces in the public interest. The research involved an interdisciplinary literature review across the fields of Education, Game Design, colonialism and social activism. The analysis takes a postcolonial perspective and is informed by the theory and practice of critical pedagogy in youth work and development education. The study was conducted as part of Doctoral research and project work with NGOs over a seven-year period to 2024. In this context it is important to note that this is a rapidly changing and evolving sector. The development of computer games and immersive technologies over the past 20 years has been transformational, in their interactive capabilities and global proliferation, particularly with the emergence of “The Metaverse”. Such expansion has been critiqued as a process of Colonialism, where young people’s time, creativity, identities and attention is being commodified, monetised, packaged and sold to the highest bidder. The structure of the games industry, their content and the ecosystem surrounding gaming are all ideologically driven. Such ideology aligns with one of three systems: the neoliberal hegemony emanating from transnational corporations and market economies; the state control being exerted by China and others; or a blind commitment to opensource being advocated by many industry innovators, developers and users. When using games in an educational context, and particularly when addressing Social Justice and Global Citizenship, the values and cultures underpinning all three of these ideologies are problematic. It is the contention in this paper that such spaces can also be developed as informal educational spaces informed by values aligned with critical global citizenship and development education. Now is the time for development educational practitioners, conscientious games designers and policymakers to collaborate, to act, to legislate, to experiment and carve out a safe, progressive, dynamic, decolonised digital space for engagement with issues of global citizenship and development education

Peace education scientific literature scoping review

The United Nations Educational Organization proposes to adopt, among other things, theoretical and methodological frameworks related to education for peace and human rights to achieve Global Citizenship Education. This document aimed to identify, within an updated state of the art, available in open access and Spanish, which publications address peace education, focused on human rights knowledge, to continue with the line of research related to the training of peace-building agents.This documentary research exercise used the scoping review methodology.The results reveal the low number of scientific publications on peace education about human rights. Of the 88 articles reviewed, only eight resources present an approach to a possible linkage.This article seeks to help the educational community identify gaps in knowledge and research on peace education. As a result, more researchers will create future research projects and educational proposals focused on human rights, increasing space for discussion and scientific publications.

Untangling ideologies in lifelong learning discourse

ABSTRACT This paper contributes to research on lifelong learning (LL) by examining discourses of multilateral organisations through the lens of ‘progressive neoliberalism’, in which contradictory ideologies of social justice movements and capitalism are hybridised (Fraser 2017). LL has been interpreted as a means of upskilling to remain competitive in the global economy or as a device for promoting social cohesion, equality and personal fulfilment. This study locates LL within the context of educating global citizens of all ages to address world crises and aims to understand underlying ideological assumptions in OECD, UNESCO, WB, EU and IB policy texts. A critical discourse analysis reveals the entanglement of largely symbolic progressive language within the confines of neoliberal capitalism. This ambiguous conceptualisation offers an incoherent framework for LL and perpetuates what Gramsci (1971) describes as a hegemonic bloc. Findings suggest that LL discourses mediate contradictions between two diverging ideological orientations, legitimise social hierarchies and power relations, and provide a superficial approach to global injustices and environmental emergencies.

Global citizenship among students of Kazakhstan: the role of social media

With the increasing involvement of universities in Kazakhstan in the processes of internationalization, there is a need to adapt educational programs to the changing requirements of the labor market and the national educational environment. An important aspect of these changes is the study of the perception of global citizenship among students of Kazakhstan. In this article, the authors present the results of their two studies on global citizenship. In the first study, the authors set out to study the behavior of university students with participation in democratic processes and their use of social media. In the last decade, many researchers have studied the impact of social media on youth participation in global public life. Many of them noted the positive impact, suggesting that the use of social media would promote democratic participation, especially among the younger generation. Among the students of Kazakhstan, 284 students took part in this study. Participation in global and democratic processes includes five main elements: voting, political activism, consumer participation, protests, and communication with politicians. Our research has shown that university students in Kazakhstan most often express their support or protest within the framework of consumer participation. Students in Kazakhstan demonstrate a low level of participation in political activism, protests and communication with politicians. Regarding the second work of the authors, the study aims to adapt the Scale of Global Citizenship to the context of Kazakhstan, which is a key step in preparing students for active participation in democratic processes. The study used a cross-sectional design using quantitative methods for data collection and analysis. 374 students participated in the study. Based on the results of exploratory and confirmatory factor analysis, as well as reliability calculations, it was found that the Global Citizenship Scale has been successfully adapted for use in Kazakhstan, which confirms its applicability in the country.