The Global Citizen Conceptualized

Abstract

Universities’ aims for educating global citizens are rarely supported by a theoretical underpinning or evidence of outcomes. This study explored how international higher education experts conceptualize the global citizen or related terms representing the “ideal global graduate.” A global notion of citizenship was accepted by the majority (24/26) of participants. Four participants used other terms to describe the “ideal global graduate,” yet the knowledge, skills, and attitudes described by all participants were highly consistent and provide a close “fit” with the epistemology and ontology of moral and transformative cosmopolitanism. This evidence could suggest that terms describing the “ideal global graduate” are of less consequence than the underpinning values and mind-set they represent. This article suggests that the inevitable ambiguity surrounding the global citizen term could be tolerated. As such, future discourse and research could be directed toward organizational and pedagogical strategies that foster ethical and transformative thinking citizens and work-ready professionals.

Student Learning Objectives: What Instructors Emphasize in Short-Term Study Abroad

“…According to Deardorff (2006), openness-being receptive to new ideas and experiences-and curiosity are requisite attitudes for the knowledge acquisition and skill development associated with intercultural competence. Additional attitudes identified in the literature included tolerance for ambiguity (Lilley et al, 2017;Olson et al, 2005), sensitivity and respect for differences (Lilley et al, 2017;Olson et al, 2005;OECD, 2016), and personal and social responsibility (AAC&U, 2007;Lilley et al, 2017;OECD, 2016).…”

Global Citizens Awareness Through Digital Literacy In the Fourth Industrial Revolution: A Riview of the Literature

“…and liberal education [40]. An education for establishing global citizenship can be sustained by moral and transformative cosmopolitanism, liberal learning principles and metacognitive capacities desired by employers or recipients of work, and better education directed towards organizational and pedagogical strategies that encourage citizens to think ethically, critically and professionally to be ready to work [41]. Furthermore, global citizenship education aims to have a set of global citizen characters identified by information and exemplified through student self-reports about change, namely openness, tolerance, respect, and responsibility (self / others / planet) [42].…”

Global Citizen Preparation: Enhancing Early Childhood Education through Indonesian Local Wisdom

“…The fact indicates that Indonesia has a lack of good human resources, which causes a lack of optimized education, especially in early education as the fundamental element needed [2].On the other hand, the dynamics of globalization in the era of the ever-accelerating fourth industrial revolution make it a necessity for all people around the world to respond to its development with their capacities and characters [3][4][5]. Accordingly, the quality of education affects the preparedness of global citizens and the development of education related to moral & character, cosmopolitan transformation, liberal learning, and metacognitive capacities [4] Indonesia is expected to have a modality to increase economic growth as it has such benefits of a demographic dividend, which means that there will be a large number of productive-aged citizens [6]. Therefore, Indonesia should respond to the challenge by preparing citizens who are knowledgeable and global-minded to increase global competitiveness [4,5,7].…”