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Integrating Global Citizenship and Transformative Learning: An Explanatory Sequential Analysis of Graduate School Curricula.

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Title: Integrating Global Citizenship and Transformative Learning: An Explanatory Sequential Analysis of Graduate School Curricula.
Authors: Dalisay, Joanne R.1 joannedalisay@rsu.edu.ph, Baldera, Philip R.1 philipbaldera001@gmail.com, Eusebio, Ellaine Joy G.1 eusebioellainejoy@gmail.com, Fontamillas, Kreisler I.1 kreisler.fontamillas.gs@ust.edu.ph, Patiam, Aljay Marc C.1 patiamaljaymarc@gmail.com
Source: Journal of Interdisciplinary Studies in Education. 2026, Vol. 15 Issue 3, p71-94. 24p.
Subject Terms: *Transformative learning, *Graduate education, *Critical thinking, *Experiential learning, *Perspective taking, Two-way communication, Social justice, World citizenship
Abstract: This study investigates the integration of Global Citizenship Education (GCED) and Transformative Learning Theory (TLT) within the graduate curricula of Romblon State University. Using a sequential explanatory mixed-methods design, the research analyzed survey data from 88 graduate students through descriptive and inferential statistics, followed by qualitative interviews and focus group discussions with students, faculty, and administrators. Results indicate that key transformative learning processes--critical reflection, rational discourse, experiential learning, and perspective transformation--are substantially embedded in the curriculum. These processes contribute to the development of global awareness, social justice orientation, cultural competence, civic engagement, and ethical responsibility among graduate students. The findings highlight the role of transformative pedagogy in operationalizing GCED and suggest institutional strategies for strengthening globally oriented and socially responsive graduate education. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interdisciplinary Studies in Education is the property of Journal of Interdisciplinary Studies in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interdisciplinary+Studies+in+Education%22">Journal of Interdisciplinary Studies in Education</searchLink>. 2026, Vol. 15 Issue 3, p71-94. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Perspective+taking%22">Perspective taking</searchLink><br /><searchLink fieldCode="DE" term="%22Two-way+communication%22">Two-way communication</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22World+citizenship%22">World citizenship</searchLink>
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  Data: This study investigates the integration of Global Citizenship Education (GCED) and Transformative Learning Theory (TLT) within the graduate curricula of Romblon State University. Using a sequential explanatory mixed-methods design, the research analyzed survey data from 88 graduate students through descriptive and inferential statistics, followed by qualitative interviews and focus group discussions with students, faculty, and administrators. Results indicate that key transformative learning processes--critical reflection, rational discourse, experiential learning, and perspective transformation--are substantially embedded in the curriculum. These processes contribute to the development of global awareness, social justice orientation, cultural competence, civic engagement, and ethical responsibility among graduate students. The findings highlight the role of transformative pedagogy in operationalizing GCED and suggest institutional strategies for strengthening globally oriented and socially responsive graduate education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Interdisciplinary Studies in Education is the property of Journal of Interdisciplinary Studies in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2026
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