Developing global citizenship in higher education through international experiential learning: an interpretive case study

Abstract

This case study investigates the correlation between international experiential learning and the development of global citizenship characteristics through understanding the lived experiences of 10 University of Prince Edward Island students who took part in two different forms of international experiential learning (IEL) programs. A review of the literature around international education, international experiential learning, global citizenship, and internationalization within higher education is presented. A small demographic survey, predeparture and re-entry focus groups, and reflective journaling were used to collect data about participant experience. Several questions were addressed: What does global citizenship mean for participants? What are participants‟ lived experiences during the international experiential learning process? What practices and strategies adopted by the international experiential learning programs facilitate students' development as global citizens? This research will determine whether or not students understand global citizenship. It will also serve as a vehicle to understand and explore whether or not there is a connection between IEL and the development of global citizenship characteristics. In total, 10 students took part in the study. The findings reveal students' understanding of global citizenship and suggest that a global citizenship objective has to be explicit and woven into international experiential learning programs in order to help students in higher education become responsible global citizens. Mandatory reflection, more IEL opportunities, and the incorporation of IEL into curriculum are just a few of the recommendations put forth to better support and promote the development of global citizens in today‟s globalized age