Global Citizenship Education in Curriculum Development: Perspectives from Asian Universities

Patrick A. V. Roussel; Georges Kevin Ndongmo; Nathalie Picard

doi:10.62951/ijsie.v1i1.108

Global Citizenship Education in Curriculum Development: Perspectives from Asian Universities

Authors

Patrick A. V. Roussel Monaco University of Applied Sciences
Georges Kevin Ndongmo Monaco University of Applied Sciences
Nathalie Picard Monaco University of Applied Sciences

DOI:

https://doi.org/10.62951/ijsie.v1i1.108

Keywords:

Global citizenship education, curriculum development, Asian universities, higher education, global competencies, cultural relevance.

Abstract

This paper explores the integration of global citizenship education (GCE) in the curricula of select Asian universities. Through a survey of faculty members and curriculum developers, the study analyzes current GCE initiatives and identifies key factors that influence their implementation. Findings suggest that while GCE is increasingly valued, there are challenges related to funding, curriculum rigidity, and cultural relevance. The study proposes strategies for effectively embedding GCE in higher education curricula to cultivate global competencies in students.

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Published

2024-02-08

How to Cite

Patrick A. V. Roussel, Georges Kevin Ndongmo, & Nathalie Picard. (2024). Global Citizenship Education in Curriculum Development: Perspectives from Asian Universities. International Journal of Studies in International Education, 1(1), 20–27. https://doi.org/10.62951/ijsie.v1i1.108