Impact of Global Citizenship Education in Indian International Schools

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Nilesh Chauhan

Independent Researcher

Himachal Pradesh, India

Abstract

Global Citizenship Education (GCE) aims to cultivate learners’ understanding of global interdependence, social justice, and cultural diversity. In the context of Indian international schools—institutions that blend internationally benchmarked curricula such as the IB and CAIE with India’s pluralistic cultural milieu—GCE assumes particular significance in preparing students for meaningful participation in a globally interconnected world. This manuscript investigates the impact of GCE initiatives on students’ awareness, attitudes, and behaviors in three geographically and socioeconomically diverse Indian international schools (metropolitan Mumbai, tech‑hub Bengaluru, and culturally rich Kolkata). Employing a convergent parallel mixed‑methods design, we combine quantitative pre‑ and post‑intervention surveys of 100 Grade 10–12 students with in‑depth interviews of educators and students, as well as structured classroom observations.

Baseline and follow‑up survey data reveal statistically significant gains in global awareness (mean increase from 3.1 to 4.2 on a 5‑point scale), intercultural sensitivity (3.4 to 4.0), and civic engagement intentions (3.0 to 3.6). Qualitative findings illuminate how project‑based service learning—ranging from refugee narrative workshops to sustainability audits—deepens empathetic understanding and critical reflection on systemic inequities. Teachers report enhanced student initiative in organizing community outreach, though long‑term project continuity varies by institutional support. Observational rubrics confirm that lessons embedding critical discussion prompts and collaborative inquiry yield richer learner engagement than standalone modules.

Beyond empirical measures, this study contributes theoretically by articulating a context‑specific model of GCE implementation in Indian international schools, foregrounding the roles of leadership commitment, teacher professional development, and structured NGO partnerships. Practically, it offers a stepwise framework for integrating GCE across subject disciplines, leveraging reflection cycles, and institutionalizing service‑learning to translate awareness into sustained civic action. Finally, by identifying resource constraints—such as limited funding for field projects and uneven teacher training—this research highlights sites for policy intervention. Collectively, the findings underscore that, when embedded holistically and supported by robust infrastructure, GCE not only elevates global consciousness but also nurtures empowered young citizens capable of initiating positive social change.

Keywords

Global Citizenship Education; Indian International Schools; Intercultural Competence; Civic Engagement; Sustainability

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