Empowering Future Global Citizens: An Integrated GCED Framework for Enhancing Cognitive, Socio-Emotional, and Behavioral Domains in Philippine Higher Education
DOI:
https://doi.org/10.69569/jip.2025.564Keywords:
Cognitive, socio-emotional, behavioral competencies, Global citizenship education (GCED), Higher education, Integrated development framework, PhilippinesAbstract
This study examines the extent to which Filipino higher education students demonstrate Global Citizenship Education (GCED) competencies across the cognitive, socio-emotional, and behavioral domains. It proposes an Integrated GCED Development Framework to address identified gaps. Grounded in the Philippine GCED framework and aligned with international benchmarks, the research utilized a descriptive quantitative design involving 234 undergraduate students from diverse academic programs—a validated 280-item instrument measured self-reported GCED competencies. Descriptive statistical analysis revealed that cognitive competencies were demonstrated to a moderate extent (M = 3.24, SD = 0.56), with strengths in evaluating credible information but limited proficiency in synthesizing multiple perspectives and recognizing complex global interdependencies. Socio-emotional competencies were exhibited to a great extent (M = 3.30, SD = 0.55), particularly in respect for cultural and spiritual diversity, although global self-efficacy and sustained dialogic engagement remained underdeveloped. Behavioral competencies were displayed to a moderate extent (M = 3.23, SD = 0.60), indicating strong ethical awareness but limited civic initiative and advocacy involvement. These findings underscore a persistent knowledge-to-action gap in GCED implementation. In response, the study introduces a context-responsive, three-pillar Integrated GCED Development Framework—Cognitive Empowerment, Socio-Emotional Cultivation, and Behavioral Engagement—designed to strengthen global citizenship competencies among Filipino learners holistically. The framework emphasizes interdisciplinary curriculum integration, dialogic and participatory pedagogies, and experiential learning initiatives. By providing empirical insights and actionable strategies, this research contributes to the enhancement of transformative GCED in Philippine higher education. It supports broader goals of education for sustainable development, peacebuilding, and global solidarity.
Downloads
References
Akçay, K., Altinay, F., Altınay, Z., Dağlı, G., Shadiev, R., Altinay, M., Adedoyin, O. B., & Okur, Z. G. (2024). Global citizenship for the students of higher education in the realization of sustainable development goals. Sustainability, 16(4), 1604. https://doi.org/10.3390/su16041604
Alvero, J. C. M. (2023). Integration of global citizenship competencies in general education courses in a higher education institution in Laguna, Philippines: Basis for curriculum innovation. Education & Learning in Developing Nations, 1(2), 86–93. https://doi.org/10.26480/eldn.02.2023.86.93
Alvero, J. C. M. (2025). Integrating global citizenship competencies into general education: A basis for an enhanced curriculum guide in Philippine higher education. Journal of Interdisciplinary Perspectives, 3(5), 613–620. https://doi.org/10.69569/jip.2024.677
Andrés, B. Y. (2025). Taking global citizenship education beyond the classroom: Analyzing the advocacy projects of GCED-trained educators in the Philippines. Alipato, A Journal of Basic Education, 15(1).
Arviola, S. A., & Dellomos, C. O. (2023). Global citizenship education in the Philippines: Adaptations and innovations. Human Rights Education in Asia-Pacific, 13, 267–280. https://tinyurl.com/mrx4znmw
Bernardo, A. B. I., Cordel, M. O., Ricardo, J. G. E., Galanza, M. A. M. C., & Almonte-Acosta, S. (2022). Global citizenship competencies of Filipino students: Using machine learning to explore the structure of cognitive, affective, and behavioral competencies in the 2019 Southeast Asia primary learning metrics. Education Sciences, 12(8), 547. https://doi.org/10.3390/educsci12080547
Falame, M. R. F., Oliva, W. M., Perdiguerra, A. K. B., & Ada, J. C. S. (2021). Integration of global citizenship education competencies (GCED) in the teaching of intermediate English [conference paper]. IOER–IMRJ World Research Conference Across Disciplines, Batangas State University. https://tinyurl.com/2hhn69tn
Hackett, S., Janssen, J., Beach, P., Perreault, M., Beelen, J., & Van Tartwijk, J. (2023). The effectiveness of collaborative online international learning (COIL) on intercultural competence development in higher education. International Journal of Educational Technology in Higher Education, 20, Article 5. https://doi.org/10.1186/s41239-022-00373-3
Hunahunan, L. C. (2022). Curriculum integration of global citizenship education: A phenomenological inquiry. International Journal of Trend in Scientific Research and Development, 6(4), 2255–2261. www.ijtsrd.com/papers/ijtsrd49826.pdf
Lumb, P., Razack, Y., Arman, S., & Wugalter, T. (2019), "Innovating curriculum: integrating global citizenship and equity education for student success".
Hoffman, J., Blessinger, P., & Makhanya, M. (Ed.) Strategies for fostering inclusive classrooms in higher education. International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 16), Emerald Publishing Limited, Leeds, pp. 111-127. https://doi.org/10.1108/S2055-364120190000016011
Massaro, V. R. (2022). Global citizenship development in higher education institutions: A systematic review of the literature. Journal of Global Education and Research, 6(1), 98–114. https://doi.org/10.5038/2577-509X.6.1.1124
Militante, A. J. M., Ferrer, B. A., Añonuevo, B. M., & De Lara, R. B. R. (2024). Learning integration as a pedagogical strategy for enhancing higher education students’ global citizenship competencies. Journal of Social Knowledge & Education, 1(1). https://doi.org/10.37251/jske.v6i1.1222
Nayle, A. C., Tarroza, C. C., Lualhati, G. P., & Atienza, J. B. (2024). Level of environmental ethics awareness and environmental citizenship participation among Filipino higher education student leaders. Community and Social Development Journal, 25(1). https://doi.org/10.57260/rcmrj.2024.267020
Quintana, M. L., & Taac-taac, J. L. (2025). Assessment of global citizenship education competencies among grade 5 to grade 12 students of Scuola Dei Bambini. Psychology and Education: A Multidisciplinary Journal, 31(7), 691–703. https://doi.org/10.5281/zenodo.14823284
Roussel, P. A. V., Ndongmo, G. K., & Picard, N. (2024). Global citizenship education in curriculum development: Perspectives from Asian universities. International Journal of Studies in International Education, 1(1), 20–27. https://tinyurl.com/n98w99jx
UNESCO. (2021). Global citizenship education: Topics and learning objectives. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000232993
Yemini, M., & Beach, P. (2021). Internationalization and global citizenship: Policy and practice in education (pp. 7–28). Springer. https://doi.org/10.1007/978-3-319-38939-4
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
