Post-pandemic citizenship: The next phase of global citizenship education

Abstract

As globalization has grown, the concept of “global citizenship” has also evolved. The drive to expand citizenship beyond national borders spurred a nascent discipline known as global citizenship education (GCE). This article examines the continuum from globalization, to global citizenship, to a global pandemic (Covid-19)—and how the lessons from this growing age of globalism can serve as a blueprint for a new form of global citizenship following the pandemic, defined as “post-pandemic citizenship”. The first part chronicles the drive toward globalization since the second half of the 20th century. The second part details the defining traits of global citizenship. The third part calls for a new form of global citizenship that should become part of GCE and be included in global-studies-related secondary-school courses and curricula in the wake of Covid-19—a so-called post-pandemic citizenship education (PPCE)—that emphasizes public health, empathy and compassion, self-sacrifice, and cooperative spirit.

Characteristics of Successful International Pharmacy Partnerships

“…The concept of developing students who are global citizens is a newer phenomenon in academia broadly and within pharmacy school curricula specifically [ 21 , 22 ]. The growing acknowledgement of global interconnectedness reinforced through recent events, including the pandemic has accelerated a priority on decolonization and identifying and addressing ethnocentrism [ 22 , 23 ]. The Consortium of Universities for Global Health (CUGH) has competencies related to the development of a global health citizen and created a toolkit to assist with competency attainment [ 24 , 25 ].…”

Editorial: Education and innovative perspectives in higher education

“…Higher education institutions can play an important role in the development of global citizenship education for young adults and even in lifelong learning (Massaro, 2022;Saperstein, 2023), either by integrating it into curricula or by creating their own programmes (Ennals et al, 2009;Maire, 2023). At the same time, they can make a strong contribution to the Sustainable Development Goals, especially Goal 4 on Quality Education (Fang et al, 2023;Ludvik et al, 2023).…”

Social-Educational Factors of Children’s Citizenship Education in Basic School: the Context of Lithuania

“…Generation Z is said to believe in diversity, social justice, and the ability to change the world. Social issues are important to them: health care, mental health, higher education, economic security, civic participation, racial equality, and the environment (The Annie E. Casey Foundation, 2021), therefore, it is no coincidence that in recent studies in the context of citizenship education, the attention of researchers is focused on the challenges caused by the COVID-19 pandemic, emphasizing not only empathy, but also compassion, help, providing emotional, social, financial or medical support to others, especially to vulnerable populations (Galea, 2020;Slavich et al, 2022;Saperstein, 2023).…”