Getting critical about critical world citizenship. Bottom-up skills development and in-classroom operationalization within a Dutch liberal arts college

Abstract

This article addresses the challenge of translating critical world citizenship (CWC) into educational practice within interdisciplinary higher education. While scholarly literature provides theoretical frameworks for CWC, implementation remains difficult. Through a participatory educational design, we mapped current understandings and teaching practices. The resulting online toolboxFootnote1 presents nine interconnected skills with teaching activities. Our findings reveal five insights for effectively teaching CWC: (1) critique should be personal rather than universal, focusing on tangible manifestations in immediate environments; (2) educators must help students navigate societal challenges to avoid paralysis and cynicism; (3) teaching should guide critical thinking without prescribing conclusions; (4) institutions must create safe yet brave spaces for dialogue across divisions; and (5) Potential and limitations should be recognized to prevent polarization. This pedagogical platform offers practical implementation for CWC education that acknowledges tensions between theory and practice, ultimately supporting students in developing skills to engage meaningfully with complex societal challenges