Fostering Global Citizenship in a Multicultural World

At its core, GCE can be encapsulated by three Cs: Connectedness, Care and Change. Connectedness urges students to engage with diverse others beyond societal borders, fostering a global perspective. Care emphasizes informed empathy, encouraging students to critically analyze injustices and cultivate genuine concern for others. Change is about agency, equipping students to participate in transformative collaborations to contribute meaningfully to the world.

“This triad forms a powerful framework for nurturing ethically conscious and proactive global citizens,” explains Associate Professor Suzanne Choo, who is also Head of Research at NIE’s Singapore Centre for Character and Citizenship Education. By integrating these principles into education, GCE not only broadens students’ horizons but also inspires them to be thoughtful leaders who embrace diversity and work towards building a more inclusive and equitable future.

Moreover, as globalization continues to connect economies and societies, it becomes essential for education to prepare students for a world that values interdependence and collaboration. GCE not only helps learners understand their roles in global challenges, such as climate change and social justice but also empowers them to act as agents of positive change. By nurturing these global competencies, GCE ensures students are ready to contribute to a more equitable, sustainable and harmonious world.

Suzanne also reminds that Singapore’s multicultural society and its identity as a global city make GCE particularly vital. She references a speech by S. Rajaratnam in 1972, where he focuses on Singapore’s identity as a “global city” reliant on openness and connectivity for survival. However, Rajaratnam also cautioned that the more challenging task lies in equipping people with the intellectual and spiritual capacities to thrive in such a context.

“Today, the threats of xenophobia, ethnocentrism and other forms of prejudice highlight the need to strengthen multicultural dispositions among Singaporeans,” she adds. GCE facilitates a pathway to building these dispositions, ensuring students are prepared for the demands of a globalized world while remaining deeply rooted in values of respect and inclusivity.

“Increasingly today, we can observe the rise of far-right movements, aggressive wokeism and the spread of post-truths. People retreat into their own tribes, reinforcing groupthink and canceling those who hold different views,” Suzanne says.

Such polarization not only disrupts social harmony but also weakens the ability of individuals to engage constructively with differing perspectives. In this context, the role of GCE becomes paramount as it teaches students to rise above echo chambers and cultivate a sense of open-mindedness necessary to navigate a complex and interconnected world. “It’s about equipping learners to engage in respectful dialogue, even with those whose views diverge from their own, and finding common ground to tackle shared challenges,” Suzanne adds.

For Singapore, a global city with one of the most open economies and a rich multicultural ethos, these challenges underscore the importance of fostering empathy and understanding among citizens of diverse races and cultures. Beyond teaching students about different traditions and beliefs, GCE emphasizes the value of shared humanity. Suzanne explains that this involves instilling not just knowledge but also ethical dispositions, such as compassion and social responsibility, that are necessary for coexistence.

By building bridges across cultural divides, GCE also prepares students for leadership in an increasingly globalized world. Whether addressing climate change, economic disparities, or social justice, the ability to collaborate with people of varying backgrounds and worldviews is crucial. Suzanne highlights that, through GCE, students learn to view diversity not as an obstacle but as a strength – an asset in creating innovative solutions for a better world.

As Singapore navigates an increasingly globalized and interconnected world, the role of education in shaping empathetic and engaged citizens becomes even more critical. GCE can provide a blueprint for cultivating individuals who are not only aware of the challenges facing humanity but are also empowered to act. Suzanne underscores that this requires a concerted effort from all stakeholders in education – school leaders, teachers, policymakers and parents – working together to embed the values of GCE into all aspects of learning in schools including academic subjects, co-curricula activities and student development experiences.

Ultimately, GCE goes beyond instrumental aims by seeking to nurture a generation of bridge-builders, peacemakers and changemakers. Suzanne adds, “Education support the development of dispositions including building critical capacities, ethical consciousness and a collaborative spirit needed to navigate a divided world.”

By instilling in students the values of Connectedness, Care and Change, we can equip them to not only thrive in a multicultural society like Singapore but to contribute meaningfully to addressing problems in the global community such as climate change and threats of extremism. As educators, the opportunity to shape such transformative futures is both a privilege and a responsibility. Suzanne concludes, “When we nurture global citizens who are compassionate, informed and active, we take a vital step toward building a more just, inclusive and sustainable world.”