Global Citizenship Education and Its Role in Developing Intercultural Competence among Students

Abstract

Global Citizenship Education has emerged as a significant educational approach aimed at preparing students to function effectively in an increasingly interconnected and culturally diverse world. The present study investigates its role in developing intercultural competence among secondary school students, with particular focus on educational practices in District Rawalpindi. The objectives of the study were to examine the role of Global Citizenship Education in developing intercultural competence among students, to analyze the relationship between intercultural learning experiences and students’ global competence, and to identify effective pedagogical strategies for promoting intercultural competence through Global Citizenship Education. A quantitative research approach was adopted using a descriptive survey design to systematically collect and analyze data. The population of the study comprised approximately 320 secondary schools and an estimated 18,500 students enrolled at the secondary level in District Rawalpindi. A sample of 300 students was selected using stratified random sampling to ensure proportional representation of public and private schools. Data were collected through a structured questionnaire based on a five-point Likert scale, designed to measure Global Citizenship Education and intercultural competence. The validity of the research tool was ensured through expert review, while reliability was established through a pilot study, yielding a Cronbach’s alpha value of 0.87, indicating high internal consistency. Data were analyzed using descriptive and inferential statistical techniques, including mean, standard deviation, correlation, and regression analysis. The findings of the first objective revealed a strong positive relationship between Global Citizenship Education and intercultural competence, indicating that increased exposure to global citizenship concepts significantly enhances students’ intercultural awareness, communication skills, and empathy; therefore, it is recommended that Global Citizenship Education be systematically integrated into the school curriculum to strengthen intercultural learning outcomes. The study is significant as it provides empirical evidence on the effectiveness of Global Citizenship Education in fostering intercultural competence, offering valuable insights for educators, policymakers, and curriculum developers to design inclusive and globally relevant educational programs that prepare students for active participation in a globalized society.

Keywords: Global Citizenship Education, Intercultural Competence, Global Competence, Secondary Education, Pedagogical Strategies, Cultural Diversity