When working with founding schools or accreditation teams, one recurring focus is defining and embodying the concept of a global citizen and intercultural learning. Schools are frequently placing this key term ‘global minded citizen’ or ‘globally minded intercultural learners’ into their mission statements. Throughout history, humanity has always formed groups and communities grounded in shared values, ideas, culture, and a collective identity. As the world becomes increasingly interconnected with fewer physical and communication barriers, there is a growing demand for global engagement. This shift has led to the emergence of global citizens and intercultural learners who seek a sense of belonging within a broader, world community rather than solely within local or regional confines.
As a founding school leader with extensive experience in navigating the processes of candidacy, authorization, accreditation, and evaluation, I've noticed an intriguing trend. While many mission statements boldly proclaim their commitment to nurturing globally minded citizens along with intercultural learning, the actual strategies for cultivating this are often left vague or inconsistently applied. The challenge lies in ensuring that these aspirational statements are meaningfully translated into day-to-day educational experiences that genuinely prepare students to engage with the world.
What should this look like in practice, and how do we provide evidence of its success of a global citizen/intercultural learner?
According to the American Association of Colleges and Universities (AAC &U ) the Global Citizen Initiative, authored by Landrof and Doscher define global learning as “the process of diverse people collaboratively analyzing and addressing complex issues that transcend borders.” (1) The Global Citizenship Initiative, aims to “prepare students to be successful global citizens with global awareness, a global perspective, and a passion to make the world a better place.”
The International Baccalaureate (IB) defines a global student as someone who is globally minded and is looking to challenge themselves academically. IB students are taught to think for themselves and to be responsible members of local, national, and global communities. They are also encouraged to develop a capacity for inquiry, research, collaboration, and problem solving.
The Council of International Schools (CIS) definition of global citizenship is: Enhance their global citizenship practices by self-determining contextually relevant and aspirational goals related to principles of personal, local, and global importance, such as environmental, economic, and social sustainability. CIS recently revisited their research to generate an evidence base for the development of a CIS model for global citizenship and intercultural learning. As a result, CIS, it's strategic accreditation partners, and it's member schools are not the only ones shaping the Global Citizen agenda. Oxfam, UNESCO, The Global Citizenship Initiative, UN’s Sustainable Development Goals, alongside many others recorded on the Ban Ki Moon Centre Portal, are also movers and shakers.
How Do Students Become Globally Citizens And Intercultural Learners?
To foster globally minded students, schools emphasize developing intercultural competencies as part of their mission. Becoming a global citizen involves the collaborative efforts of diverse individuals analyzing and addressing complex, border-transcending challenges. This process encourages actions aimed at collective well-being and deepens students' understanding of interconnected global issues.However, in teaching and learning practice, the 'how to' can be a challenge. The challenge of finding consistent evidence throughout the curriculum that students exhibit in their journey towards becoming global citizens.
To find evidence that students at an international school are becoming global citizens, look for indicators like a diverse student body, curriculum that incorporates global issues and perspectives, active participation in international projects like Model UN, service learning initiatives focused on global concerns, student-led initiatives addressing social justice issues, demonstrable intercultural understanding, and student reflections showcasing their awareness of global interconnectedness and responsibility.
I attended a Department of Defense Education Activity (DODEA) school in Central America as a young adult. Each morning, the homeroom teacher would ask if anyone had current events to share, either local or international. Students could earn points by bringing in a newspaper clipping, which allowed them to spend 30 minutes in the library instead of staying in homeroom. Interestingly, the term "nationally" was often used to refer to international news.
As a student living overseas I was particularly captivated by global events involving government, exotic travel, local customs, and cuisine. However, living overseas with limited access to extra curricular courses for in-depth exploration were World History and Art History, while subjects like Economics or World Business were either nonexistent or extremely limited. Community service typically involved small organizations such as the Girl and Boy Scouts of America, church groups, or civic organizations like Rotary, Lions, and Kiwanis Clubs.
Today students are introduced to global citizenship and intercultural learning through school divisional curriculum requirements. An example of this would be the International Primary Curriculum, International Baccalaureates programme or American Education Reaches Out (AERO) require students to participate in a community service. Many schools now offer extra curricular courses such as; Economics, Social Entrepreneurship Study, Business Ethics, Language and Culture World Religion, Environmental Systems and Society, Sustainable Development in Environmental Science and more. The rise of these unique classes fosters the development of job skills that align with the fast-paced, technology-driven world. Varied learning methods, such as debate and role-playing, have become essential components of modern school curriculums. These methods not only engage students but also equip them with critical thinking, problem-solving, and effective communication skills. Such competencies are vital for adapting to the evolving demands of the global workforce and ensuring that students are prepared for diverse career paths in an ever-changing environment.
Why Should Students Be Global Citizens and Intercultural Learners?
It's not rocket science, students become more aware and astute to changes. A global citizen is aware that we live in an interconnected web where many of our actions and choices affect those locally, nationally and many times even internationally. They are able to respect themselves as well as others, regardless of where they live. Students who become more aware - advocate for serious issues. Some of these matters could include human rights, religious pluralism, gender equity, the rule of law, environmental protection, sustainable economic growth, and poverty alleviation.
Having the students, the school and parents participate in the schools community events- this allows for global citizen to try to have an understanding of how the world works and tries to stay well-informed. They participate in the community at a range of levels from the local to the global and are willing to act to make the world a more equitable and sustainable place. That’s where the youth comes in.
As a global citizen and intercultural learner becomes a problem-solver-with a global citizenship education, young people are able to solve problems, make decisions, think critically, communicate ideas effectively and work well with others. This not only helps them personally and educationally but professionally as well. Thus, a global education in the classroom is paramount. You have several opportunities to be flexible, creative and proactive.
As leaders, educators, parents, and community stakeholders revisit the concept of global citizenship and the mission of intercultural learning, it is essential to reflect on whether it truly promotes openness to engaging with diverse identities and cultures and the ability to recognize and challenge stereotypes. Equally important is ensuring fair use and sharing of the earth’s resources while upholding human rights for all.
Leo Thompson, a School Support Evaluation Officer, expressed this succinctly: 'If we simplify the work we do in schools, we essentially educate children on the basis of an agreed curriculum built around assessed learning objectives, values, and dispositions. In the grand scheme, it may not be the child’s mathematical proficiency—often highly valued—that defines their future, but their ability to lead responsible change with the necessary competencies, understanding, and dispositions.'
Encouraging students to become successful learners, confident individuals, responsible citizens, and effective contributors helps them explore, develop, and express their values and opinions. They enhance their ability to listen, respect others’ perspectives, and make informed choices that impact not just themselves but those around them. Ultimately, the future rests in the hands of the youth.
With years of experience in educational leadership and curriculum development, I am equipped to guide your institution in crafting a mission statement that reflects true global citizenship and intercultural learning. My expertise in implementing strategies that showcase evidence of students' growth as globally minded individuals ensures that your school's mission will be more than just words—it will become an integral part of the student experience. I am committed to supporting your school in fostering an environment where global engagement and intercultural understanding are not only taught but actively practiced and demonstrated. Reach out to me, I can help.
(1) Landorf, H., & Doscher, S. (n.d.). What we mean by ‘global learning’. Association of American Colleges and Universities (AAC&U). Retrieved from https://www.aacu.org/liberaleducation/articles/what-we-mean-by-global-learning
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