ABSTRACT The status of ‘citizen’ is now well-understood as an outcome of discursive practice and mediated interaction. Yet citizenship’s metonyms – passports and borders – are also reshaped by these practices, making critical analysis of the investment migration industry (IM) urgent and timely. This growing sector’s trade in residence-by- and citizenship-by-investment, under guises of transnational belonging – aka ‘golden passports’ – blatantly demonstrates how institutions and individuals now orient to the rights, duties and everyday practices of citizenship in pragmatic, enterprising ways. IM aids understanding of how contemporary borderscapes are (re-)articulated by/within the elite lifeworld of ‘the offshore’, through which capital, sovereignty, and identity are iteratively transformed and concealed. Through multimodal discourse analysis of marketing data produced by IM firms and the citizenship investment units of selling states, this paper focuses on commodified citizenship’s ‘broker’ figures: intermediaries who hail and assist ‘global citizen’ clients for so-called ‘Plan B’ passports, who also inhabit and legitimate this figure of personhood. Broker personae are slick salespeople whose performative labour mediates citizenships’ sale, imagining ‘borderless’ lifeworlds and sovereign selfhood for a privileged few. Altogether, their work renders passports an invaluable and generic tool for (neoliberal) borderscaping: at once a vessel, a vault, and a safe harbour offshore.

This case study explores the transformative role of a student-staff partnership (SSP) in redesigning assessment and learning experiences for the core master’s-level course, Global Challenges in Agriculture (AGRC7047). At the heart of this initiative was a diverse team of student and staff partners who co-developed new learning materials and assessment structures to better engage a heterogeneous cohort. A key outcome of this collaboration was the design and implementation of a reflexive ePortfolio assessment. This innovation emerged from the SSP’s commitment to inclusivity, pedagogical alignment, and global citizenship education. Rather than positioning the ePortfolio as the central course, this paper foregrounds the SSP process: how students and staff worked as co-creators, how diverse disciplinary and cultural perspectives enriched the project, and how this model can inform broader efforts to co-create curriculum in agricultural sciences and beyond. By documenting the application of SSP within agricultural sciences, an area where partnership-based pedagogical research remains limited, this study contributes new insights into how co-creation can reshape teaching practices in applied and interdisciplinary STEM-adjacent fields. The findings offer valuable insights into how SSPs can lead to sustainable pedagogical innovation and shift disciplinary cultures toward more reflective and student-centred practices.

Abstract Over the last few years, left-wing governments in anglophone countries, from the United States to Aotearoa New Zealand, have increasingly embraced what could be termed progressive nationalism . This political project rhetorically combines progressive ideals, such as inclusion, identity politics and wellbeing, with the exaltation of a national identity. Perhaps shadowed by the global emergence of national/authoritarian populisms, this phenomenon has gone largely unnoticed by global citizenship scholars. In this article, the author first develops the concept of progressive nationalism in New Zealand. After considering the historical context and revisiting the role of school curricula in the spread of globalist/nationalist ideologies, the article explores the imprint of progressive nationalism in the recent curriculum policies of New Zealand’s former Labour Government (2017–2023). The historical and ideological analysis of the “curriculum struggles” associated with these policies reveals a clear move towards the local/national at the expense of the global. It also identifies a rhetorical commitment to decolonisation and youth wellbeing, spuriously dissociated from the processes of globalisation and capitalism. The article concludes with a reflection on the implications of progressive nationalism for critical global citizenship education.

Multilayered processes of globalization have loosened higher education’s nationalistic frameworks by embedding internationalization, a process deemed crucial for preparing students to become global citizens. The core thesis of the paper positions an internationalized curriculum as fostering a disposition toward critical thinking, agency, and empathy in a post-truth world. The argument leans toward developing a conscientious internationalization curriculum grounded in critical pedagogy. This can be achieved by intertwining the syllabus and pedagogy with the ideas of Paulo Freire and Sara Ahmed to cultivate a critical disposition in thinking, doing, and reflecting. The study explores this disposition through a qualitative analysis of student perceptions in the course "The Contemporary World" at the Philippine Women’s University, which, according to the Commission on Higher Education (CHED), aims to inculcate a sense of global citizenship and ethical responsibility among learners. The findings call for incorporating pedagogical strategies that empower both students and teachers to develop self-actualization and critical thinking skills through a conscientious internationalized curriculum, helping to challenge orthodoxy, pro-Western bias, and falsehoods in a post-truth era marked by social injustice and the manipulation of facts. The implications of the findings point toward enhancing epistemic vigilance through such a curriculum, equipping learners to become better-informed global citizens.

ABSTRACT This paper examines the collapse of Soviet internationalism through the lens of artistic resistance, using cultural analysis and chaos theory to explore tensions between unity and diversity within universalist projects. It analyzes the works of Sergei Parajanov, Andrei Tarkovsky, Vladimir Vysotsky, Bulat Okudzhava, and Chingiz Aitmatov, whose films, songs, and narratives did not oppose Soviet ideology from outside but operated within its symbolic framework, exposing its internal limits. Through folklore, spiritual motifs, and personal memory, these artists rendered visible the fragility of ideological coherence and the contradictions embedded in the internationalist project. While art did not cause the Soviet Union’s unravelling, it amplified systemic dissonances and made legible the symbolic limits of imposed identity. Conceptualised as a ‘strange attractor,’ Soviet internationalism generated bounded instability rather than equilibrium, orbiting an unattainable ideal of unity. The paper concludes by situating this analysis in structural – rather than historical – relation to contemporary frameworks such as cosmopolitanism, pluriversalism, and global citizenship, suggesting that sustainable internationalism depends not on cultural standardisation but on the capacity to host multiplicity, with art functioning as a critical diagnostic of universalist ambition.

“It’s a Fine Line to Walk”: Gatekeeping and Global Citizenship Education in Rural Contexts

Citizens of the world: Living in an age of accelerating globalisation, Part 1 In this first article in a series, Penelope J. Corfield explores living in an age of accelerating globalisation as part of the citizens of the world focus. One ‘vast empire of human society’ spreads throughout the world – and throughout all time. And it flourishes, despite the many global variations in climate, languages, and manners – and despite many disagreements between these global citizens. The ardent young William Wordsworth expressed that viewpoint in 1800. And others – from Socrates in classical Greece to America’s Dr Martin Luther King Jnr in 1967 – have made the equivalent point, when declaring themselves to be ‘citizens of the world’.

ABSTRACT Asia literacy is a longstanding policy priority in Australian schooling, yet little empirical research has examined how it is taught in classrooms. This qualitative case study investigates how Asia literacy was taught within a primary school’s broader commitment to global citizenship education (GCE), attending to educational purpose, content, and pedagogical relationships. Drawing on classroom observations, interviews, and curricular materials, and using Biesta’s distinctions between qualification, socialisation, and subjectification as an analytic heuristic, the study shows that Asia literacy was taught predominantly through pedagogies of empowerment. Teaching emphasised cultural knowledge, comparison with Australia, and the cultivation of empathy and participation, aligning with personally responsible and participatory forms of global citizenship. Subjectification-oriented practices, associated with a pedagogy of disarmament and justice-oriented citizenship, were limited and episodic. The findings demonstrate how pedagogical orientations shape learners’ relationships with Asia and constrain or enable ethical encounter. The paper reframes Asia literacy as an educational practice of encounter rather than preparation, with implications for global citizenship and intercultural education.

At present, significant global efforts are being put together across the nations to bring fundamental reforms in education. Our own country is also striving to revitalize the education through its New Education Policy. However, Rabindranath Tagore, a great visionary, anticipated these challenges a century ago. Tagore had identified the problems and outlined the solutions with his global outlook. He attempted to put his educational idea into practice through the activities of Santiniketan and Sriniketan. In this context, he founded a school in 1901 with the name of Brahmacharya Ashram to foster ecologically grounded education in harmony with nature. It functions as a dynamic learning space that is rooted in human unity. Accordingly, this study provides a reflective analysis of institutional practices in the schools of Visva-Bharati, drawing on the educational ideals of Rabindranath Tagore. The twin school campuses of Visva-Bharati, namely Patha Bhavana and Siksha-Satra, located respectively in Santiniketan and Sriniketan, provide multi-dimensional educational practices according to the needs of Man and society. This study assesses the pedagogical practices of schools at Visva Bharati with an analytical enquiry and lived experiences. This comprehensive analysis examines how nature- centric, experiential and engaging pedagogy, along with several cultural practices and participatory initiatives, have the potential for the development of global citizenship. The school practices of these institutions have the capacity to address the existing gaps in providing sustainable education. It seeks to explore the global relevance of educational approaches in expanding the vision of inclusive and resilient society. Thus, Visva-Bharati emerges as a participatory and experiential learning ecosystem as outlined in NEP 2020. Considering its unique contributions and distinctive character, Visva-Bharati is designated as a UNESCO World Heritage Site.

ABSTRACT This article interrogates the role of merit as a criterion for allocating public and social goods, with particular emphasis on immigration and citizenship regimes in the Global North. Although portrayed as a vehicle of de-ethnicisation/-racialisation, merit in practice operates through implicit and indirect mechanisms of ethnicisation and racialisation – which I term 'neo-racialisation'. As such, merit proves both legally and normatively problematic, perpetuating historical ‘blood hierarchies’ under a modern and ostensibly neutral guise. Analysing citizenship-by-investment (CBI) and residency-by-investment (RBI) programmes in the European Union, the Article reveals a paradox at the heart of meritocracy critiques: while merit-based selection schemes are embedded in ethno-racial hierarchies, opposition to such schemes is itself frequently embedded in such logics – an aspect largely neglected in existing scholarship. This tension calls for deeper examination of the neo-racialisation entrenched in the broader global citizenship regime. Focusing on the European Union as a case study, the article advances the argument that, despite their flaws, CBI and RBI schemes might represent the ‘lesser evil’, justified on four grounds: being egalitarian, anti-racist, anti-colonial and human rights-based.

ABSTRACT This study analyzed five Vietnamese elementary social science textbooks from the Creative Horizons series to assess global education integration. Using a five-step content analysis, it found that 31.1% of the content reflects global dimensions, emphasising Multiculture and Ecological Sustainability. Global System and World Peace appear briefly in Grade 5, while Social Justice and Human Rights receive limited attention. Global dimensions mostly emerge in learning objectives and local contexts rather than broader perspectives. The study highlights the need for more comprehensive and diverse integration of global dimensions to foster Vietnamese learners become responsible global citizens for a peaceful and sustainable future.

ABSTRACT Although Ireland enjoyed a strong – albeit ultimately informal – external association with the Commonwealth in 1960, this was at an end by 1979. It had abolished all migration exemptions for Commonwealth citizens and the special status Irish citizens still enjoyed in some Commonwealth countries had become at most almost entirely symbolic. Ireland no longer granted or received trade preferences based on ‘Commonwealth’ status and it had severed its relationship with Sterling to join the European Exchange Rate Mechanism. Ireland was no longer an associate of any Commonwealth body and no longer participated significantly in Commonwealth fora. However, although the Sterling rupture highlights how Europeanisation could be disruptive even here, new arrangements had almost invariably been established with the UK – thus highlighting that the ends of Irish Commonwealth association were always primarily focused on this special, although complex, relationship. Ireland’s Commonwealth disassociation primarily traces to the demise of a tangible Commonwealth citizenship and economic framework. At the same time, the Commonwealth experienced a substantial expansion in development cooperation and emerged as a significant North/South (or West/South) forum. Whilst this could have synergised well with Ireland as a Global Citizen, its adoption of a narrowly self-interested approach to its Commonwealth linkages rendered this otiose and ensured the end of its informal external association.

Abstract Droughts and hot extremes, individually and in combination, are intensifying, driven by anthropogenic greenhouse gas emissions. However, a globally comparable and cross‐national assessment of the future risks posed by these events remains a critical gap. Our analysis shows that under current policies, leading to ∼2.7°C warming by 2100, 28.5% ± 9.3% of the global population (roughly 2.6 ± 0.9 billion people) may face heightened compound hot‐dry extremes. Based on present‐day per capita emissions, the cumulative lifetime emissions of ∼3.4 average global citizens (or ∼1.2 average US citizens) could expose one individual to these conditions by the end of century. Tropical island nations are expected to experience the most severe increases in compound hot‐dry extremes. More critically, low‐income countries, despite contributing minimally to global emissions, are projected to suffer more frequently than high‐income countries. These findings underscore the urgent need for equity‐focused, immediate policy action to address the socio‐economic disparities exacerbated by climate change.

This study investigates how sustainability principles can be integrated into English Language Teaching (ELT) to enhance educational quality and foster global citizenship. Adopting a qualitative integrative literature review design, we synthesized findings from 35 publications (2013–2025). It includes two recent systematic reviews and a case study to identify pedagogical strategies, challenges, and outcomes of incorporating sustainability in ELT. The results reveal a range of practical approaches, including Content and Language Integrated Learning (CLIL) curricula, project-based learning centered on the Sustainable Development Goals (SDGs), eco-critical language awareness activities, and targeted teacher training. These approaches were found to enhance language proficiency while increasing learners’ sustainability awareness and engagement. However, significant challenges remain, notably a lack of appropriate teaching resources and teacher preparedness, as well as misalignment between sustainability topics and traditional language curriculum goals. As a novel contribution, this study proposes a synthesized framework for embedding sustainability into ELT, along with evidence-based recommendations to overcome implementation barriers. In practical terms, integrating sustainability content and practices in ELT engages students with real-world issues, fostering critical thinking and global citizenship skills alongside language development. The study’s findings offer new insights by explicitly linking ELT to Education for Sustainable Development (ESD) goals and provide ELT professionals with concrete strategies to help build a more sustainable future through language education.

Service Abroad: Developing Human Connections and Global Citizenship

ABSTRACT The UNHCR identified the Rohingya as ‘stateless refugees’ and ‘victims of genocide’ in Myanmar, their homeland, where they are not considered citizens. Bangladesh initially welcomed and resettled more than 1 million Rohingya in 2017; however, owing to a resource crisis, patience is now wearing thin. Bilateral talks between Bangladesh and Myanmar to repatriate the Rohingyas are yet to see the light of day. The article examines, in such a situation, how the Rohingyas perceive themselves. Do they consider themselves as stateless/non-citizens or, on the contrary, global citizens? It unveils the exclusion, counter resistance, and self-resilience of Rohingya refugees surviving in camps of Bangladesh, devoid of citizenship status. It critiques the classical understanding of citizenship through its analysis of the experiences of the Rohingyas.

This study examines how Palestinian migrant workers understand the meaning of global citizenship within two distinct political contexts: Israel and Germany. Based on in-depth interviews with 40 workers, 30 employed in Israel under an occupation-based permit regime and 10 residing in Germany within a formal international migration system, the findings reveal that global citizenship is understood less as a legal status and more as a relational and ethical construct shaped by lived experiences of inequality, dignity, and human connection. Workers in Germany described global citizenship as an aspirational, rights-oriented ideal, linked to recognition and future mobility opportunities. In contrast, those employed in Israel articulated it primarily through daily survival, loyalty, and interpersonal respect within a securitized labor system marked by restricted movement and structural discrimination. The study identifies significant psychological, social, and structural burdens faced by workers in both contexts, including different manifestations of racism, bureaucratic exclusion, and precarity. Importantly, the findings highlight clear policy implications: the need for labor protections, simplified permit procedures, stronger oversight of employers, and rights-based reforms that reduce vulnerability and promote equality. By foregrounding the voices of a marginalized population often rendered invisible, the study contributes evidence to support policy change aimed at enhancing justice, dignity, and well-being for Palestinian workers navigating conditions of conflict and displacement. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Moral inclusiveness-the scope of one's moral circle-has traditionally been studied as a single, global trait. This study instead applied latent profile analysis (LPA) to uncover nuanced moral inclusiveness profiles spanning nested layers of relational proximity (family, community, global citizen, and nonhuman living beings). The study looked across four validated scales-Kindness, Compassion, Global-Mindedness, and Speciesism-and further examined how these profiles relate to trauma, mental health, and spirituality. A cross-sectional sample of 763 U.S. participants completed measures assessing moral inclusiveness, mental health, lifetime and recent traumatic events, and three spiritual dimensions: general spirituality, spiritual decline, and awakened awareness. LPA revealed five distinct profiles: Ingroup Concern, Outgroup Concern, Average Overall Concern, Universal Empathy, and Lovers. The Ingroup Concern class exhibited the highest levels of psychopathology, the most recent traumatic events, and elevated spiritual decline. The Universal Empathy and Lovers classes reported low current distress, minimal spiritual decline, and significantly higher awakened awareness, suggesting they experienced adversity yet still maintained meaning and/or guidance. Lifetime trauma exposure alone did not preclude a broad moral scope of inclusion: the Ingroup Concern and Universal Empathy classes both reported substantial trauma histories but diverged in moral inclusiveness, possibly due to differences in spiritual injury and ongoing stress. These findings reveal that a more parochial or limited moral scope is associated with lifetime and recent adversity, current mental health challenges, and spiritual injury. More expansive concern for human and fellow living beings is associated with positive spiritual engagement and fewer immediate negative life events.

Analysis of University Students’ Educational Needs for Global Citizenship Education Using IPA

The current study intends to analyse the global perceptions of civic consciousness regarding duties and rights among university students. The current study intends to analyse the global perceptions of civic consciousness regarding duties and rights among university students. All the undergraduate students of higher education were the overall population of the study. Research design employed a descriptive approach, and a survey was conducted to collect data. By using a multistage sampling technique, a sample of 350 students was selected. Self-developed questionnaire was validated through expert opinion. Reliability of the tool was ensured by having Cronbach’s Alpha value 0.851. The findings of the study reveal a weak positive correlation between civil duties and civil rights and a moderate correlation between political duties and political rights, social duties and social rights. It was recommended that universities implement education programs that focus on global citizenship, providing experimental learning through internship opportunities that explore the balance between rights and responsibilities.