Engaging students in global citizenship education through English: Impact and challenges

While the transdisciplinary approach to global citizenship education (GCE) emphasises the integration of multiple academic disciplines to address complex global issues, the humanistic approach not only develops individual learners' awareness of global issues, cross-cultural understanding, and a sense of social responsibility but also provides them with abundant training in critical thinking, problem-solving, effective communication, and becoming empathetic individuals. The humanistic approach underscores the idea that GCE can be achieved through various means and in flexible and diverse approaches.

The present project, Nurturing Global Citizenship Through English (NGCE), is one such means to achieve the GCE goals. Delivered in guided learning and independent learning modes using Kolb’s experiential learning framework, the project aims to engage students in global citizenship education through English. The NGCE guided learning was conducted in a 13-week curricular course and a 5-week extracurricular workshop series, whereas the NGCE independent learning was conducted purely online over 8 weeks via voluntary participation.

Through a pre- and post-survey (n=195) using a five-point Likert scale to measure students’ changes in the three core domains according to the UN’s global citizenship education framework—cognitive, social-emotional, and behavioural—it was found that the NGCE guided learning yielded positive results. Even though not all improvements were statistically significant, paired sample t-tests showed a higher level of perception among students in all three domains. Similarly, the NGCE independent learning also revealed heightened global citizenship awareness among the participants. A thematic analysis of the post-programme self-reflections (n=39) showed a positive impact of the project, particularly in the cognitive and behavioural domains.

Though challenges remain, the generally positive results indicate that both classroom guided learning and online independent learning are promising modes and means to effectively engage students in GCE through English. This study has pedagogical implications for GCE and EFL/ESL education.