Global Citizenship Framework

Global citizenship is the idea that people have rights and responsibilities that come with being a citizen of the entire world, rather than a particular nation or place.

As a culture, we tend to organize ourselves into groups and communities which share common values, ideas, and identity. While this makes for easy, comfortable connections, it also tends to narrow one’s vision of the world, presupposing what is right and fair, and how things should be.

To move beyond the local, Participate Learning has developed a global citizenship framework so that educators can develop the next generation of global citizens.

Building global citizens

When teachers apply a global lens to their instructional practices, they are building global competencies in their students, thereby nurturing global citizens. Global citizens are proactive in their efforts to make the world a better place.

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Global Citizenship Framework

The global citizenship framework

Our framework is comprised of instructional practices, a global lens, and global competencies working in a cycle to build global citizens.

Learn more about each component of the global citizenship framework and find additional resources below.

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Instructional practices | Global Lens | Global competencies

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Instructional Practices framework


Instructional practices

Instructional practices are necessary to develop students’ global competencies. They are aligned to recognize best practices and teaching standards.

These are the instructional practices key to the Participate Learning global citizenship framework:

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Give students agency | Build relevance | Connect to networks | Support collaboration | Assess and provide feedback | Guide reflection | Differentiate for diverse learners | Promote empathy

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Give students agency

Give students agency

Giving students agency encourages them to share and explore issues of global significance that they would like to learn more about. It encourages them to address problems they would like to solve.

Allow students to design advocacy projects, initiate school-wide campaigns or propose improvement plans for issues affecting local and global communities, such as water conservation or access to education.

For more ideas on how to give students agency, check out our Beginner’s Guide to Project-based Learning.

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Build relevance

Build relevance

Connect academic concepts and skills to students’ lives and interests. Help them understand how to compare and contrast information about different regions and people to their own communities and lives.

Building relevance makes it easier to understand how events or actions in various parts of the world affect themselves and others. They can better make connections between content studied in different academic subjects, and better understand issues in the world.

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Connect to networks beyond the classroom

Connect to networks beyond the classroom

Bring the world to your classroom. Connect with experts, educators, and students around the world to build a global network.

Some ideas:

  • Have students communicate with peers in other regions of the world through real-time video chats and/or written correspondence.
  • Plan local or school-based cultural fairs or festivals.
  • Introduce students to the world outside their immediate community through virtual maps, guest speakers, literature, music, and other cultural artifacts.

Here are some more virtual exchange ideas used by Participate teachers in their classrooms.

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Support collaboration

Support collaboration

Design projects so that students learn to work together and see that cooperation can lead to results greater than what one person can do on their own.

They could engage with learning stations, work in pairs or participate in group activities to ask questions, investigate answers and create solutions. Encourage students to take on different roles in a group, each with different responsibilities.

As part of the collaboration, help students reflect on their own and each other’s contributions and give one another constructive feedback on group activities.

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Assess and provide feedback

Assess and provide feedback

Offer students guidance on how to improve and grow using a variety of assessments to gauge their comprehension of global content and understanding of competency building.

Create or improve global lessons to build on student reflections on lesson components, newly learned perspectives, personal accomplishments, and contributions or responsibilities to the global community.

As part of the process, provide students with clear, comprehensive and personalized teacher feedback based on achievements and progress toward competencies.

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Guide reflection and metacognition

Guide reflection and metacognition

Build student reflections into every learning experience and equip students to think critically about how they learn and work best.

  • Have students answer questions such as “Why is this important?”, “Why does this matter to you?” and “Which areas are still unclear for you?”
  • Invite students to rate their own contributions to project work or classroom assignments.
  • Ask students to consider their own levels of global competence or describe how their outlooks have changed as a result of lessons.

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Differentiate for diverse learners

Differentiate for diverse learners

Design learning environments and experiences that meet a variety of learning needs.

Offer tiered activities that account for learning preferences or that foster peer support, and provide access to an array of content-supporting materials that represent various readability levels.

Encourage students to describe what they have learned in their own words. Give opportunities to apply learning to their own lives and create artifacts of learning.

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Promote empathy

Promote empathy

Empathetic students put themselves in the shoes of others and reflect on how they would feel in various situations.

Challenge students to be curious about other people’s feelings, to wonder how they would react to different situations and to consider how they can show they care.

Discuss the causes of someone else’s feelings or actions and provide students with opportunities to show they care about other people’s feelings.

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Implementing the instructional practices

Our team of instructional support specialists helps partner schools implement global programs aligned with this global citizenship framework. These programs integrate with existing programs and meet curriculum standards. Get in touch to learn more about how Participate Learning could support your school or district.

Global lens


Global Lens

Strong instructional practices are supported and transformed by the global lens. This lens empowers school leaders, teachers, administrators, and students to align global initiatives with strategic priorities.

It is made up of the following six elements coming together:

Jump to section:

Global school culture | Collaborative leadership | Experiential professional learning | Student-centered instruction | Globally integrated curriculum | Connection to larger learning communities

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Intentionally global school culture

An intentionally global school culture

The school community incorporates a commitment to global readiness into its guiding philosophy, everyday habits, communication and aesthetics.

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Collaborative leadership

Collaborative leadership

School leaders communicate with the community about vision and goals, and equip global committee members and teachers for success.

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Experiential professional learning

Experiential professional learning

Teachers are provided with opportunities for action-oriented professional development supporting global education.

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Student-centered instruction

Student-centered instruction

Teachers and administrators are purposeful in helping students feel agency in their learning.

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A globally integrated curriculum

A globally integrated curriculum

Teachers consistently engage global content, multicultural perspectives, and problem solving across subject areas and grade levels.

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Connections to larger learning communities

Connections to larger learning communities

School projects combine knowledge building with meaningful community outreach and service.

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Developing your global lens

Participate Global Schools align their global initiatives with other strategic priorities. This way, the lens of global education serves as the foundation for strategic planning or directly enhances ongoing strategic efforts.

Our team advises and supports partner schools and districts as they develop their own global lens. Get in touch to learn about how Participate Learning could support your global education efforts.

Global competencies framework


Global competencies:

The driving purpose behind global learning is to support young people as they become globally competent citizens. We align with the Program for International Student Assessment’s (PISA) definition of global competence as the application of the clearly defined skills, attitudes, and areas of understanding.

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Self-awareness | Respect for difference | Global connection | Curiosity | Flexibility | Effective communication | Analytical thinking | Empathy | Understanding issues | Intercultural knowledge

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Self awareness

Self-awareness

Global citizens reflect on their own actions and attitudes and how those have been shaped over time. They take responsibility for their perspectives and push themselves to learn more about the world.

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Respect for difference

Respect for difference

Global citizens value diversity. They seek out multiple perspectives, understanding that they have much to learn from people who have different experiences.

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Sense of global connection

Sense of global connection

Global citizens feel a deep connection to the world. They celebrate the interconnectedness of all people and cultures and take responsibility for making the world a better place.

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Curiosity

Curiosity

Global citizens have a genuine desire to learn about and experience the world. They ask questions and seek answers. They want to know what’s happening beyond their own backyard.

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Flexibility

Flexibility

Global citizens adapt to new situations and change course based on new information. They are comfortable with the unknown.

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Effective and appropriate communication

Effective and appropriate communication

Global citizens can communicate with lots of different people and navigate cultural norms to make sure that everyone is understood.

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Analytical and critical thinking

Analytical and critical thinking

Global citizens look at the world with a critical eye, questioning assumptions and digging below the surface. They draw logical and fair conclusions based on evidence and can explain their thinking.

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Empathy

Empathy

Global citizens are able see things from other people’s perspectives. They withhold judgement and try to understand what leads people to act, feel or think certain ways.

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Understanding of global issues

Understanding of global issues

Global citizens know what’s going on in the world. They pursue accurate and objective information about issues that impact people all over the world.

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Intercultural knowledge

Intercultural knowledge

Global citizens understand that people around the world are different and shaped by different circumstances and cultural influences.

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GC infographic thumbnail

Get this information in an infographic that you can print for your class or hand out to students.

Partner with us

Partner with us to bring global education and dual language programs to your school. We'd love to help you develop the next generation of global citizens.