GLOBAL CITIZENSHIP BEHAVIOR AND INSTITUTIONAL SUSTAINABILITY PRACTICES IN HIGHER EDUCATION: A MIXED-METHODS EXPLORATION

Abstract

Global citizenship empowers individuals to recognize their role in shaping a shared future, fostering cultural understanding, social responsibility, and environmental stewardship. Global citizenship enables individuals to recognize their impact on the global community, foster cultural understanding and appreciation, embrace social responsibility, and promote environmental stewardship. This study was used to assess the current state of teachers’ Global Citizenship Behavior (GCB) and Institutional Sustainability Practices (ISP) in higher educational settings by using mixed-methods design. 360 teachers from 6 public universities were selected using multistage sampling technique. GCB of teachers was gauged through Global Citizenship Scale created and validated by Morais and Ogden, whereas ISP were assessed with the help of AASHE (2020) and UNESCO (2017) frameworks, a questionnaire was developed and validated. Quantitative analysis revealed a moderate level of GCB among university teachers, with global competence scoring the highest. Conversely, universities demonstrated a high level of sustainability practices, predominantly in the domain of research initiatives and student engagement. A statistically significant difference found by applying t-test which exposed a gap between teachers’ level of GCB and ISP. A qualitative approach in terms of semi-structured interviews with senior faculty members was initiated to address the gap. Interview respondents have pointed out the lacking of structured training, weedy policy orientation, and inadequate incentives as foremost roots of the gap. The study concludes that faculty development programs, integration of global citizenship values into sustainability policies, and inclusion of GCB indicators in promotion and performance systems are essential for building more globally responsible and sustainable universities. The study suggested to foster globally responsible and sustainable higher education, it is evitable three key strategies are essential including organized faculty development programs for enhancing educators’ capacity to promote GCB, embedding global citizenship values in institutional policies, and incorporating GCB indicators to incentivize and recognize responsible practices. By adopting these strategies, higher education institutions can cultivate a culture of global responsibility and sustainability.