How to nurture global citizenship in schools

How to nurture a strong sense of global citizenship in school

Teaching global citizenship in our schools today is about fostering connection and responsibility amongst students as inhabitants of an increasingly globalised world. But in practice, what does educating young people as global citizens mean and how can schools provide an impactful global education today that resonates? Ensuring that our young people have a strong respect for, and an understanding of other cultures, is imperative. Likewise, we want to equip students with the foundation stones to develop a tangible sense of shared responsibility for the world around them.

With this in mind, we need to prepare our students for an ever-evolving interconnected, multi-cultural world beyond the classroom. Equipping them with the necessary skills and knowledge to recognise and appreciate diverse perspectives, while helping them to promote cross-cultural understanding, will emphasise their responsibility as global citizens. Although, to be truly effective, a global education needs to permeate all aspects of school life. 

Through the school curriculum, we need to ensure that diverse perspectives are fairly represented. This means exploring world history and politics, as well as developing knowledge of world religions, global literature, music and arts. In our quest to learn, the examples we draw upon should also come from a variety of countries; there are many inspirational scientists from across the world for example, so having access to a multitude of sources will give students a more rounded view. Likewise, promoting the study of languages to show the importance of engaging with people from a range of backgrounds should be a priority. 

Thinking beyond national interests

It is also important throughout the curriculum to demonstrate the interconnectedness of the world itself. Our economies, for instance, are all inextricably linked; solutions for global warming and climate change will require a global solution so students will need to think beyond national interests. The wealth of information available via the internet and world media sources requires young people to be able to analyse commentary and information about global issues critically, thinking carefully about biases and being able to identify misinformation or fake news. 

Through the co-curricular offering, schools can also provide students with various opportunities to recognise the impact that they as individuals and groups can have on the world and people around them. For example, if we want a more just world, we have to be prepared to consider our own actions and values and ensure respect and support for equity, diversity and inclusion. Promoting these aspects, as well as human rights for all, can be achieved through active engagement in, for example, the MUN (Model United Nations), debating sessions and opportunities to hear from expert speakers in this field to help build meaningful links across the globe. 

At our school we also run a Global Schools’ Exchange Programme where students in Year 10 and 12 can spend time at one of 18 different schools across the world gaining first-hand experience of other cultures while boosting their understanding and international friendships. A further opportunity to experience an international workplace is provided in our Sixth Form through our Global Internship Programme.

A framework for exploration

At the risk of stating the obvious, in 2025 our schools (and communities) will be fortunate to have a diverse pupil and staff body. Inviting and encouraging all members of our community to share something of their culture is a wonderful way of fostering inclusion and sharing knowledge. In a boarding school, this is especially true with children coming from all over the world to enjoy a British education. The world is quite literally their second home. Encouraging pupils to take on responsibility for promoting international awareness and cultural diversity is very powerful, as is giving them a safe space to discuss contentious issues within a group setting where respect and empathy provide the framework for exploration. 

Digital platforms and technology have also enabled schools and students across the world to connect without having to leave their community. This is an avenue that all schools should explore for their pupils and, of course, staff will benefit greatly from enhancing their understanding of the world. 

Seeking out and providing such opportunities are to everyone’s benefit, but what responsibilities do we have as teachers and parents, and how can we ensure that a global education empowers our young people? Parents and teachers are responsible for promoting and modelling the values and skills that enable young people to become kind, courageous and tolerant leaders. We need to demonstrate kindness and empathy in our daily interactions, display and foster curiosity about the world around us, as well as show courage by standing up for what is right. This means making decisions that are both fair and ethical.

Developing a sense of service

Likewise, it is important that we engage in discussions with young people about complex world issues, but allow a range of views and voices to be heard. We must listen carefully and challenge constructively. Ensuring that young people have the knowledge to be able to understand why a fairer world for everyone will be of benefit to them and to understand the value for themselves, will help to drive positive behaviours. 

Creating a wide variety of opportunities throughout school and home life will reap rewards. Contributing to the local community and world beyond school will also enable young people to see the positive impact that they can have. Developing a sense of service through community programmes and charity work allows participants to experience first-hand how they can change other’s experiences for the better.

More than ever this year we need globally minded citizens because our world is so deeply interconnected; and the challenges we face from climate change and political conflict to economic variance and fast advancing technology, all require strong ethical, compassionate and skilled leadership. The global citizens we need for the future will think beyond national boundaries, embrace diverse thinking and solve problems collaboratively. They will understand and believe in the benefits of a fairer and more peaceful world while possessing the courage to strive for them and the skills to deliver them.

Emma McKendrick is the headmistress at Downe House School in Berkshire. Find out more by visiting downehouse.net