Global Citizenship Research Articles

Reconstructed Southeastern European Identities in the Tourist Western World: Phenomenological Research

The article analyzes the experiences of modern Southeastern Europeans regarding social and economic mobility in Western tourist areas. It aims to investigate Southeastern European seasonal workers who have not remained silent, even after their visas expired in developed countries. This study seeks to understand how these Southeastern European identities are constructed while working as immigrant students, conceptualizing language learning, and contributing as multicultural members in a service-oriented tourist society. In higher education, within a democratic paradigm, the content of ethnographic and global sociolinguistic literature is supported by cultural capital, where constructed identities are understood from a critical perspective. This study uses qualitative data underpinning Husserl’s phenomenology. Qualitative methods include interview protocols, ethnographic observations, and individual narratives. Overarching themes from seven semi-experienced individuals in Southeastern Europe who faced accountability, intercultural adaptation, and educational integration reflect the progressive education that evolved from home to the new tourist world abroad. The findings revealed three main themes: individual acculturation, evolved identity view, and social incisiveness in a multicultural society. Furthermore, Southeastern European immigration rises daily and collaboratively, opening new global perspectives in educational policies, global citizenship education, and social justice curricula within the hospitality industry, where tourists' identities seek protection for their initial Western jobs. These findings suggest that, through an experiential curriculum, ESL learners integrate Southeastern potential tourist workers and become students to understand social and economic perspectives while incorporating them into corporate higher education. The implications contemplate how tourist identity is formed, transformed, and plays a significant role in modern society, with limited potential in the Western tourist world. The policy challenges of higher education for immigrants, such as those from Southeastern Europe affected by the brain drain phenomenon, emphasize social injustice, language barriers, and cultural anxiety. Therefore, higher education policy acknowledges this vulnerable group of Southeastern individuals and creates educational pathways for social and emotional support.

Comparative Study of Common Core Curriculum Implementation in Urban and Rural Basic Schools in Ghana: Unveiling the Integration of Global Citizenship Education

AbstractThis study examined stakeholders' perspectives on the integration of Global Citizenship Education (GCE) into the Common Core Curriculum (CCC) in urban and rural basic schools in Ghana. A quantitative research approach was adopted and data was collected from 460 participants through a structured questionnaire. The analysis employed t-tests, ANOVA and Fisher’s F-tests to interpret the findings. The t-tests revealed significant differences in collaborative learning (t (458) = 3.008, p = 0.003), competency-based assessment opportunities (t (458) = -2.461, p = 0.014), and stakeholder engagement (t (458) = -2.087, p = 0.037), all favouring urban contexts. To test for variance differences, Fisher’s F-tests indicated significant disparities, such as in critical thinking and problem-solving skills (F (212, 246) = 2.215, p < 0.0001) and interpersonal skills (F (212, 246) = 0.029, p < 0.0001), reflecting urban schools' advantage due to greater resource availability and support systems. The study concludes that, although the CCC aims to standardize educational quality, rural settings face significant limitations in its effective implementation. It was recommended that adequate resources, enhanced teacher training, and context-sensitive policies should be provided to rural schools to promote equitable educational outcomes and ensure that the curriculum meets diverse educational needs across Ghana.

Civic and citizenship education, global citizenship education, and education for sustainable development: an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study (ICCS) 2016 and 2022

Globalization and its impact on contemporary societies have gained new impetus with the notions of global citizenship education (GCED) and education for sustainable development (ESD), considered, together with civic and citizenship education (CCE), as a means for promoting students’ engagement in global/local issues and providing them with the awareness and skills to develop a deeper understanding of, and response to, contemporary issues. Research has shown that GCED and ESD, intended as two interrelated and intersecting fields, have strong associations with CCE and how citizenship is conceived in the post-national and global era. This paper aims to examine the issue of GCED/ESD achievement measurement within the field of civic and citizenship education. Combining analysis of the assessment frameworks and of data from the IEA ICCS (2016, 2022) achievement test (the civic knowledge test), it discusses the integration of the conceptualization and measurement of student achievement in civic knowledge with an ex-post operationalization and measurement of student achievement in concepts and content associated with GCED and ESD (for ICCS 2016) and subsequently analyses the associations between test items related to the GCED/ESD domain and those related to “the other CCE” domain in ICCS 2022. Results highlighted the progressive relevance of GCED/ESD in the ICCS studies and the blurred boundaries between GCED/ESD and CCE both in ICCS 2016 and 2022. In disentangling the implicit, growing interrelationship among these areas (theoretically and from a measurement perspective), research findings also showed the evolution of the concept of civic and citizenship education itself.

Bridging Borders with a Project-based Approach to Enhance Bidirectional Cultural Awareness in Foreign Language Teaching and Learning

Cultural awareness is essential in foreign language education. This paper explores two projects that exemplify the integration of cultural elements into foreign language learning involving both first language (L1) and second language (L2) cultures. The first project was initiated in the course “German Cinema”. It focuses on the legendary English-language sketch “Dinner for One”, which has been part of traditional New Year’s Eve entertainment in the German-speaking world for over sixty years. Students explored its significance within German culture through surveys, translation, creative adaptations and organised an imaginary festival. These activities foster intercultural dialogue and understanding. The second project, “Die goldene Meergundel” (The Golden Goby), is an extracurricular activity that integrates Thai culture with the German language. A Thai fairy tale was performed in Likay-style theatre, but was spoken and sung entirely in German. The blending of Thai folklore with German pronunciation can enhance both cross-cultural appreciation and linguistic proficiency. These case studies underscore the significance of enhancing bidirectional cultural awareness in foreign language teaching and learning. Educators can act as facilitators by engaging students in projects that transcend linguistic boundaries, effectively bridging cultural borders, and cultivating foreign language learners to be equipped with intercultural competence and global citizenship.

Need Analysis for Developing a Problem-Based Learning E-Module in Mathematics with Integrated Global Citizenship Education

Global Citizenship Education is a framework designed to cultivate responsible citizens who respect values such as justice and equality, ultimately contributing to a more peaceful and sustainable world. By exposing primary school students to global issues, they can better understand critical challenges, particularly the eradication of global poverty, climate change, and peace, which can help them become more engaged global citizens. However, aspects of Global Citizenship Education are often overlooked in primary mathematics education. This study aims to evaluate mathematics teachers' perceptions of implementing a problem-based learning e-module that incorporates Global Citizenship Education into the topic of Data Handling. Additionally, it seeks to gauge the respondents’ agreement on integrating Global Citizenship Education (GCED) into the mathematics teaching and learning process. An online questionnaire (Google Form) was administered to 52 primary school mathematics teachers from the state of Negeri Sembilan. The findings indicate that 40% of the respondents were unfamiliar with Global Citizenship Education, and 70% had never incorporated it into their mathematics teaching. Nevertheless, 80% of the teachers agreed that integrating Global Citizenship Education themes into mathematics classrooms would enhance students’ global awareness and motivate them to learn mathematics. Furthermore, the study found that the Problem-Based Learning approach allows students to acquire new knowledge about real-world mathematical problems. In conclusion, there is a clear need to develop a problem-based learning e-module in mathematics that integrates Global Citizenship Education.

Evaluation of salivary flow rate and composition in hypertensive patients taking antihypertensive drugs consuming

Background: Hypertension patients are recorded by WHO to increase continuously along with the increase in population, accounting for 29% of the world's citizens suffering from hypertension. Most people with hypertension take hypertension drugs. The use of antihypertensive drugs varies and can cause several side effects on the oral cavity, especially the salivary flow rate. The purpose of this study was to evaluate the flow rate and composition of saliva in hypertensive patients who take hypertension drugs. This study uses a systematic review method by searching for articles related to evaluating the flow rate and composition of saliva in hypertensive patients who take antihypertensive drugs that have been published in journals. The literature search was conducted in April 2023 through google scholar and PubMed. Journals were selected based on inclusion and exclusion criteria through a critical appraisal process. Result: The use of antihypertensive drugs, such as captopril and amlodipine, significantly decreased the salivary flow rate compared to the control group. In amlodipine users, 93.33% experienced a very low reduction in salivary flow rate, while in captopril users it was 83.33%. Conclusion: Regular use of the antihypertensive drugs captopril and amlodipine may decrease salivary flow rate.

Education for Global Citizenship Towards the New European Education Area

Over the last decades, many European educational systems have been reviewing the citizenship education model that they have been developing, trying to deepen the meaning of democratic citizenship practice today or the social demand inspired by the creation of adequate conditions for its exercise. Thus, it is challenging for educational systems to face education for global citizenship, and international organizations have been promoting the development of citizenship education and conducting research in this field. New research and educational practices are expected for global citizenship, and their meaning in our European societies is a point of reference for the study of the different policies that national and supranational institutions promote in this matter. The Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education from 2010 and its counterpart framework from UNESCO in 2015 have actively promoted the idea of citizenship education on a global scale through its Global Citizenship Education Model. The International Association for the Evaluation of Educational Achievement (IEA) conducted a series of reports on social and civic competencies to investigate the extent to which young people are prepared to assume their role as citizens, which recently has been reviewed by Schulz et al. Based on its main findings and the latest survey by the European EACEA/Eurydice from 2023 that covers 15 member countries of the Eurydice Network, this paper presents a cross-national study of the global citizenship education (GCE) between European Countries that updates recent national information and research developments in this field. Based on the analyzed data and the criteria established by UNESCO, the comparative study allows us to determine the dimensions and trends in global citizenship education in order to address its implications within the European education area.

Fostering Cultural Competence: Teaching Intercultural Understanding through Project-based Learning

This article explores the dynamic and transformative potential of projectbased learning as a vehicle for imparting intercultural understanding. It elucidates the methodology and implications of teaching an intercultural approach, emphasizing its pivotal role in fostering cultural competence, empathy, and open-mindedness among Moroccan students. The article delves into the essential components of this teaching approach, from introducing students to intercultural issues to guiding them through research and the development of collaborative projects. It underscores the significance of cultivating an inclusive classroom environment that celebrates diversity while addressing various challenges and pitfalls. In an era marked by increased globalization and cultural interactions, teaching an intercultural approach through project work equips students with the skills and attitudes necessary for effective cross-cultural communication. This article highlights the long-term impact of such pedagogy, promoting the development of informed global citizens capable of navigating and contributing to our interconnected world.

Conceptualising a case, casing a concept? Two faces of global citizenship

ABSTRACT This paper demonstrates the insights to be gained through a comparison of the use of a politically constitutive concept that delineates unlike but connected ‘cases’ of a concept-in-use. Global Citizenship is a concept with increasing currency. This paper compares two different but connected ways in which the concept is being put to work by two different groups to achieve political aims. One is an educational reform movement, the other is a corporate lobby group. Both claim a progressive political platform under the banner of Global Citizenship. Both are trying to entreat people to see themselves as Global Citizens and in so doing change the world through the ‘transformation’ of the self. The Global Citizen created by this education and elite-led mobilisation will ostensibly solve the world's problems through their knowledge of it and make the world ‘a better place’. What methodological issues arise when these two ‘cases’ are compared?

Development and Reliability and Validity Test of the Adolescent Global Citizenship Scale

Under the influence of globalization and informatization, the world is gradually becoming a community, and adolescents need corresponding literacy and competence as world citizens in the international community. Based on literature combing and in-depth interviews, this study determines the theoretical conclusions and initial entries of the adolescent global citizenship scale, and revises the entries through the Delphi Method. The final scale was formed through item analysis, factor analysis, reliability, and validity test. The adolescent global citizenship scale includes three-dimensions of global awareness, citizenship, and sustainable development perspective, with a total of 21 items. The exploratory factor analysis extracted three common factors, and the cumulative variance contribution rate was 54.86%; the results of the validation factor analysis showed that the model fit was good. The standardized coefficients of each item in each dimension of the scale were greater than 0.5, the combined reliability was 0.86, 0.89, 0.86, and the total Cronbach’s alpha coefficient of the scale was 0.87. Therefore, the reliability of the Adolescent Global Citizenship Scale is good, and it can be used in related research.

Which emissions belong to us? The case for contributory value-chain emissions accounting

States and other climate actors now commonly set ‘net zero’ targets – pledging that, by a certain date, they will put no more carbon into the atmosphere than they take out. However, there is controversy over what exactly should count as attaining such targets. The method of emissions accounting that states currently use – territorial emissions accounting – is often criticized as problematic, but a fully satisfactory explanation of the problem is needed. We argue that the key both to understanding the problem and to solving it is that there is a specific kind of cooperative contribution – a mereological contribution – that a national net zero commitment needs to make to global climate action in order to meet the standards that global citizens should hold states to. On this basis, we propose an alternative method – Contributory Value-Chain Accounting – showing how it can be qualified to reflect trade relationships between net-zero-aligned countries, and defending it against the objections that it involves double counting, is infeasible and too informationally demanding, and that it would send the wrong incentive signals.

The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct

ABSTRACT The literature on initial teacher education highlights a crisis facing teacher educators, one which threatens our own epistemic legitimacy and relevance in educational discourses, as market-economy mandates and political surveillance intensify and dominate what it means to be and do teacher education. Given this macro-level concern, we, as teacher educators, explore and problematise the recent mandate that all initial teacher education programmes in Ireland must include a Global Citizenship Education (GCE) perspective. Drawing on a theoretical framework focusing on power relations and the possibility of counter-conduct, we focus on our everyday practices as teacher educators and how our responses offer an affective insight into our political role as policy actors in initial teacher education. In doing so, we identify three categories of responses and discuss these from individual and institutional perspectives, while offering relevant contemporary examples of how previous mandates were enacted. In each response, we consider the resultant form that GCE experiences may take as a result of our translations. In conclusion, we work towards and highlight the importance of creating dialogic affective spaces which must seek to continue and contribute to educational conversations rather than dominate discourse.

Growth mindset strengthens the relationship between intercultural attitudes and global citizenship competence in Indonesia, the Philippines, and Thailand: a cross-cultural study of PISA 2018 data

Growth mindset strengthens the relationship between intercultural attitudes and global citizenship competence in Indonesia, the Philippines, and Thailand: a cross-cultural study of PISA 2018 data

The Global Classroom: ‘We are the Dreamers of Dreams’

This reflection explores my experiences with the University of Technology Sydney’s (UTS) International Studies program, emphasising the transformative power of The Global Classroom initiative. By integrating language learning, cultural immersion, and overseas study, the program provided students with life-changing opportunities that fostered adaptability, cultural understanding, and global citizenship. My own journey—from shaping the program’s early years to working abroad—reinforced the importance of international education, both for students and educators.

International Studies at UTS: A Personal Perspective

Reflecting on my time at UTS, this piece highlights the transformative role of the International Studies program, particularly the immersive In-Country Study (ICS) experience. By combining language, culture and contemporary society studies with global partnerships, the program fostered adaptability and global citizenship. My experiences at UTS, and later in the UK and China, affirm the enduring value of intercultural education.

A global citizenship education initiative and the fostering of intercultural competence in schools in Aotearoa New Zealand

ABSTRACT To prepare young people for an increasingly interdependent and culturally diverse world, policy makers fund a range of globally orientated educational endeavours. In compulsory school settings, these approaches are known as Global Citizenship Education (GCE). Alongside this, intercultural competence (IC) has proven to be a valuable resource for interacting with diversity. This study investigates a GCE initiative in Aotearoa New Zealand aimed at developing IC in school-aged children, through language and cultural learning. Content analysis of group discussions with students reveals emerging attitudes of openness, curiosity and respect, core components of IC.

El Estallido Social and ICS Chile 2019

This reflection recounts the extraordinary experiences of the 2019 In-Country Study (ICS) Chile cohort during Chile’s Estallido Social, a period of intense social and political unrest. Despite facing immense challenges, including civil unrest and disruptions to their studies, the students demonstrated resilience, adaptability, and a deep commitment to their host communities. Through their collective efforts and independent explorations of Chilean society, they exemplified the global citizenship and intercultural skills nurtured in the International Studies program.

Unity in diversity: navigating global connections through cultural exchange

Purpose This study aims to explore the relationship between global unity and cultural diversity in an interconnected world, examining how globalization influences cultural exchange while preserving identities. Using hybrid thematic content analysis (HTCA), it reveals how cross-cultural collaboration can be fostered amid global challenges like climate change, health crises and technology. The research offers insights into integrating global efforts with local cultural nuances to create sustainable solutions. By bridging qualitative and quantitative approaches, it provides new perspectives on harmonizing global interconnectedness with cultural preservation in governance, technological innovation, diplomacy and education. Design/methodology/approach This research applied content analysis, thematic analysis and HTCA to examine global unity and cultural diversity. Content analysis highlighted key themes in international frameworks, whereas thematic analysis delved into elements promoting cultural preservation and adaptation. HTCA synthesized these insights, combining content-focused themes with broader cultural, economic and policy perspectives. Data sources included academic literature, international policy documents and case studies from UNESCO and regional cultural policies. Findings The findings reveal that while globalization drives global unity, cultural diversity remains crucial for preserving individual identities. Key themes include multiculturalism, cultural exchange, hybridization and resistance to homogenization. While globalization can erode local traditions, it also fosters cultural enrichment, seen in fusion cuisine, multilingualism and ethical fashion. The research identifies strategies for balancing global unity and cultural diversity, such as hybrid approaches to environmental sustainability, integrating cultural insights into global health and inclusive technological innovations like AI and virtual reality. It also highlights the role of institutions like UNESCO in promoting cultural diplomacy and the challenges in balancing global governance with cultural diversity. Research limitations/implications This research is limited by its reliance on secondary data from policy documents and literature, without primary data from affected communities or policymakers. Future studies could incorporate interviews and surveys to gain first-hand perspectives. In addition, the geographic focus on documented globalization effects limits broader applicability; more inclusive case studies across diverse cultural contexts are recommended. Practical implications The study offers actionable insights for policymakers, educators and cultural leaders to promote inclusive cultural exchange and hybridization strategies. It emphasizes balancing globalization benefits with cultural heritage protection. Practical applications in education, health and technology should consider cultural differences for more inclusive and effective solutions, such as integrating global citizenship and cultural sensitivity in educational policies. Social implications The study emphasizes how intercultural understanding and collaboration can enhance social cohesion in multicultural societies. It advocates for celebrating diversity, fostering cultural dialogue and promoting inclusive global policies to build peace and address global issues while maintaining diverse identities. Originality/value This study’s originality lies in its methodological triangulation, using HTCA as a novel approach to unify content and thematic insights. By integrating content analysis, thematic analysis and HTCA, this research offers a unique multidimensional analysis of global unity and cultural diversity, revealing how these aspects can coexist within globalization.

Transformational Leadership in Education: Harmonising Accountability, Innovation and Global Citizenship

This article explores integrating transformational leadership in educational settings, focusing on balancing accountability with innovation while fostering sustainability and global citizenship. The primary objective is to develop a theoretical framework that illustrates how academic leaders can effectively align these elements to enhance student outcomes and community engagement. A qualitative research design was employed, incorporating a literature review and case studies of five exemplary schools. The findings revealed that successful transformational leadership involves redefining accountability, promoting innovative teaching practices and embedding global citizenship into the curriculum. Key challenges include resistance to change, balancing assessment pressures and ensuring adequate professional development. However, schools implementing these strategies report can improve student engagement, academic performance, and community involvement. In conclusion, transformational leadership is essential for navigating the complexities of modern education. It empowers schools to thrive amidst accountability demands while fostering innovation and global awareness. The article recommends that educational leaders prioritise flexible assessment methods, invest in continuous professional development, and build strong community partnerships to sustain these initiatives. By adopting this comprehensive approach, schools can better prepare students to become responsible and engaged citizens in an increasingly interconnected world.

Patriotism and national identity in Uzbek female students abroad

In an increasingly globalized world, the tension between global citizenship and national identity has garnered significant academic interest. For Uzbek female students studying abroad, the intersection of national identity and international education presents unique challenges and opportunities. This study explores how participation in international programs influences the national identity and patriotic sentiments of these students, who are often seen as cultural custodians within Uzbek society. Drawing on theories of cultural identity, globalization, and educational sociology, this research examines how Uzbek female students navigate their sense of patriotism while engaging with diverse cultural environments abroad. Through a mixed-methods approach involving surveys and interviews, the study reveals that, despite challenges of cultural dislocation and identity negotiation, most students retain a strong connection to their homeland, with a clear intention to return and contribute to Uzbekistan’s development. The findings highlight the dual role of social media as both a bridge to home and a source of global perspectives, shaping students' perceptions of national and global identities. The study concludes with policy recommendations for educational institutions and policymakers to foster environments that strengthen national identity and promote a sense of responsibility toward Uzbekistan, ensuring that international education supports the cultivation of globally aware yet culturally rooted future leaders. Additionally, recommendations are given to Uzbek female students studying abroad to help them maintain their cultural identity, adapt effectively to new environments, and leverage their international experiences for the benefit of Uzbekistan upon their return.