Integration of Global Citizenship Competencies in General Education Courses in a Higher Education Institution in Laguna, Philippines: Basis for Curriculum Innovation

Abstract

This study explored the extent of integration of global citizenship competencies (GCC) in General Education Courses (GEC) and its implications for curriculum innovation. The study employed a descriptive-correlational design. Stratified proportionate sampling was used to determine the 294 learner-respondents and total enumeration for 20 GEC teacher-respondents. Mean, standard deviation, and t-test for two samples assuming equal variance were used as the statistical tools in interpreting and analyzing the data. The findings of the study revealed that the GEC learning outcomes were attained to a “Very Great Extent” (M = 3.30, SD = 0.56), learners were “Moderately Aware” in the GCED core conceptual domains (M = 3.21, SD = 0.59), and the extent of integration of GCC by the GEC teachers in their curriculum was to a “Great Extent”, as assessed by the teachers (M = 3.16, SD = 0.47) and learners (M = 2.40, SD = 0.50) “Limited Extent”. Using t-test for two samples assuming equal variance, there is no significant difference in the assessment done by GEC teachers and learners. The findings suggest that there is a need to strengthen the integration of GCC thru curriculum innovation to introduce new ideas or practices that are new and different from those that exist in the prescribed GE curriculum. Therefore, the utilization of the developed enhanced curriculum guide is highly recommended.

Shifting from global maritime professional to global maritime citizen

“…The framework only serves as a complementary guideline in the reinforcement of the curriculum, which needs to be updated regularly based on the current issues and landscape of the particular industry experiences (UNESCO, 2017). Effective implementation of GCED into a curriculum requires revising the curriculum itself, putting emphasis on the holistic development of the learner across cognitive, affective, and psychomotor domains (Alvero, 2023). MET curriculum could evolve from static to dynamic with the incorporation of GCED aided with the help of cooperation and communication from other stakeholders to determine the current and future needs.…”

“…A developing trend in the curriculum development of educational institutions all around the world is the inculcation of Global Citizenship Education (GCED) into the formal and informal education medium (Alvero, 2023). The GCED was first initiated in 2012 by the United Nations (UN) with the main objective of empowering students to participate and be part of the solution of global challenges.…”