Global Citizenship Research Articles

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 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.

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.

Student perceptions of global citizenship education in the university curriculum

ABSTRACT Given the pressing global challenges facing society, it is imperative that students are well equipped to contribute to solving problems, in an informed, ethical and meaningful way. This is the basis of global citizenship education, which is rapidly emerging in Higher Education policy as an important pedagogical philosophy and set of graduate attributes. We examined UK undergraduate student perceptions of global citizenship education (N = 202). Only 12.87% of students had come across the term global citizenship education, but a content analysis of their definitions demonstrated that they showed generally accurate understanding of the term. A thematic analysis of open-ended responses identified three dominant themes related to student perspectives on the concept of global citizenship education, (1) perceived importance of global citizenship education, (2) challenges within the conceptualisation of global citizenship and (3) perceived challenges with the subject-level implementation of global citizenship education. Implications for Higher Education policy and practice are discussed.

The Impact of General Education Satisfaction on Core Competencies in the Cyber University Teaching and Learning Environment

The objective of this study is to identify the characteristics of students at Cyber universities and to empirically analyze the impact of their satisfaction with general education on core competencies. A survey was conducted with 1,196 students from S Cyber University in the metropolitan area, with the objective of assessing their satisfaction level with general education and core competencies. The study employed a variety of analytical techniques, including correlation analysis, descriptive statistics, independent t-tests, simple and multiple linear regression analysis, to verify the relationships between general education satisfaction and core competencies.</br>The findings revealed that significant differences in some core competencies were identified based on gender, transfer status, and whether students had been enrolled for more than two semesters, underscoring the necessity for tailored educational programs that consider demographic factors and learning experiences. Secondly, the results of the simple linear regression analysis indicated that student satisfaction with general education had a significant positive impact on all core competencies, with the strongest effect observed on the communication and cooperation competency. Thirdly, the results of the multiple linear regression analysis indicated that satisfaction with general education had a significant positive impact on all core competencies. Additionally, factors such as enrollment for more than a year, gender, and age group had a significant positive effect on some core competencies.</br>Based on the findings, the study emphasizes the crucial role of general education in enhancing core competencies within the Cyber university learning environment. It also proposes the development of tailored educational programs aimed at improving specific competencies, such as global citizenship. Moreover, the study confirms that even in remote learning environments, general education plays a key role in promoting interaction and cooperation among students. This suggests that enhancing the quality of general education can maximize students' learning experiences and contribute to the achievement of Cyber universities' educational goals.

Shaping Career Development Through College Readiness at the High School Level

Career and College Readiness (CCR) generates higher levels of persistence, grit, motivation, and competencies in performing work- or school-related tasks among learners during post-secondary life. One primary limitation defining the present scholarship on CCR is the authentic analysis of the on the ground or field practices high schools perform to increase learners’ CCR competencies. The inadequate research on actual CCR practices in high schools motivated this study. To learn more about how high schools prepare students for post-secondary life, 16 principals from high schools provided detailed narratives on CCR practices in their institutions. Principals completed interviews of one to two hours using Microsoft Teams, supplying the researcher with specific information and examples of how their institutions equip students for future careers and higher education. Manual qualitative thematic analysis of the entire transcript guided the organization and interpretation of the findings, allowing the presentation of meaningful themes supported by a plethora of illustrations. Six themes representing 18 distinct CCR practices emerged, and the themes were rigorous curriculum, content knowledge, key academic behaviors, key cognitive strategies, multiculturalism, and citizenship development. Results partially supported the pervasive CCR model based on Conley’s readiness index. Increasingly, diversity and citizenship learning have defined high schools’ CCR work in preparing learners to become effective local and global citizens. The current investigation paves the way for future observational and field research uncovering whether schools truly prepare students or not, and such preparation varies across community, country, and institutional characteristics.

Educational Objectives and Student Management Methods in International High Schools in China

Much attention has been given to the challenges and complexities of international education in China. However, there are a lot of areas that have not been fully explored, especially regarding achieving the right blend of globalization and traditional education. This paper examines the development of international high school education in China the changes in educational models, the unique features of international curricula, and the effects of recent policy changes. In the study, it is also found that seemingly beneficial attempts at global citizenship and critical thinking provided by international education introduce a high level of stress originating from conflicting academic requirements and inflexible educational frameworks. Considering the results obtained, the following recommendations have been formulated to improve the situation regarding the development of international education in China. These include balancing intrinsic and extrinsic motivation for the students, strengthening their mental health and academic support services, reducing workload for students, and ensuring more time for students. If these challenges are addressed, China can equip students to fit the world that is shifting towards globalization.

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.