University lecturers’ perceptions, challenges, and opportunities on global citizenship education: a case of international bachelor program in Thailand

This research investigates the conceptualization and practice of global citizenship among university lecturers within an international bachelor program in Thailand. The study aims to answer two questions: 1) how lecturers in this context perceive and implement global citizenship and 2) what challenges and opportunities they encounter in this endeavor. Employing a qualitative approach, the research involves 12 lecturers from an international undergraduate program in Thailand. Semi-structured interviews serve as the primary data collection method, offering valuable insights into the lecturers' perspectives. Thematic analysis is applied to extract common themes from the interview data. Additionally, content analysis is utilized to explore the practical aspects of global citizenship education, focusing on course syllabi and Curriculum Structure from Program Specification (TQF2). The findings reveal that lecturers conceptualize global citizenship as encompassing four attributes: cultural awareness, language and communication skills, critical thinking skills, and social responsibility. They employ three strategies including experiential learning, integrating Sustainable Development Goals (SDGs) and global contexts, and creating an internationalized educational environment to foster global citizenship. The research uncovers significant challenges faced by the lecturers, including the absence of a clear definition of global citizenship, Thai cultural values emphasizing group harmony, and limitations within the Thai education system. On the flip side, opportunities arise from students' inherent interest in global citizenship and the international nature of the program. Future research should explore how personal and professional experiences, as well as broader contextual elements such as cultural backgrounds, economic circumstances, and educational environments, shape educators' perceptions and teaching approaches related to global citizenship. Furthermore, expanding the research to Thai schools with less international exposure and exploring global citizenship in different disciplinary settings would enhance our understanding of its relevance and application in diverse educational contexts.