Globalization through global citizenship and right to migrate

All human beings of the world should be equal in status and stature. However, in reality human beings are divided by citizen status of nation states that are members of the United Nations. The human development index differs from one nation to another. Therefore quality of life, health, and life expectancy varies across countries and continents. Much depends on the governments representing human groups living in defined territorial boundaries. Governments defend sovereign territories and compete with other governments for business monopolies, territories and natural resources. From empires to colonisation, the world is passing through the phase of globalisation. There is an uneven divide of natural planetary resources and geographical territories. Also there is a continuous flow of financial resources from the poor nation states and in favour of the rich ones. Globalisation can no longer remain a refined chaotic balance of exploitation of one human territory by another. Travel and migration from one territory to another are highly regulated. The true idea of Globalization will only be realised when it is not linked to race, the level of skills, political affiliation or economic dividends and is able to add to the upward movement of the social structure of the poor. In a globalised world there should be equitable and fast paced distribution of benefits of modern development. Otherwise the global citizens of the world should look for alternatives.

Toward global citizenship? People (de)bordering their lives during COVID-19 in Latin America and Europe

The COVID-19 pandemic highlighted global interdependencies, accompanied by widespread calls for worldwide cooperation against a virus that knows no borders, but responses were led largely separately by national governments. In this tension between aspiration and reality, people began to grapple with how their own lives were affected by the global nature of the pandemic. In this article, based on 493 qualitative interviews conducted between 2020 and 2021, we explore how people in Argentina, Austria, Bolivia, Ecuador, Ireland, Italy and Mexico experienced, coped with and navigated the global nature of the pandemic. In dialogue with debates about the parameters of the 'global' in global health, we focus on what we call people's everyday (de)bordering practices to examine how they negotiated (dis)connections between 'us' and 'them' during the pandemic. Our interviewees' reactions moved from national containment to an increasing focus on people's unequal socio-spatial situatedness. Eventually, they began to (de)border their lives beyond national lines of division and to describe a new normal: a growing awareness of global connectedness and a desire for global citizenship. This newfound sense of global interrelatedness could signal support for and encourage transnational political action in times of crises.

Relationship between global identity and pro-environmental behavior and environmental concern: a systematic review

Global issues such as environmental problems and climate change, require collective efforts. Global identity has been linked to the promotion of pro-environmental behavior by international and environmental organizations. In environment-related research, this all-inclusive social identity has been consistently related to pro-environmental behavior and environmental concern, but the underlying mechanisms are not well understood. This current systematic review seeks to examine past studies across disciplines that have reported findings on the relationship between global identity and the constructs of pro-environmental behavior and environmental concern and to synthesize findings on the potential pathways behind this relationship. Thirty articles were identified through a systematic search. We found that most studies reported a positive correlation, and the effect of global identity on pro-environmental behavior and environmental concern was stable across studies. Only nine of the studies empirically examined the underlying mechanisms of this relationship. Three major themes of these underlying mechanisms emerged: obligation, responsibility, and relevance. These mediators highlight the role of global identity in pro-environmental behavior and environmental concern via how individuals relate to other humans and how they appraise environmental problems. We also observed a heterogeneity in measurements of global identity and environment-related outcomes. As a topic of interest in multiple disciplines, a variety of global identity labels have been adopted, such as global identity, global social identity, humanity identity, Identification With All Humanity, global/world citizen, connectedness to humanity, global belonging, and psychological sense of global community. Self-report measures of behavior were common, but observations of actual behavior were rare. Knowledge gaps are identified, and future directions are suggested.

No borders on a fragile planet: Introducing four lay models of social psychological precarity to support global human identification and citizenship

Measures such as Identification with all humanity (IWAH) and global identification and citizenship (GHIC) are positivity correlated with measures of humanitarianism, cosmopolitanism and environmental concern. Research using these measures suggests that most citizens have low-global identification scores. This article sheds light on this finding by investigating how global identification relates to precarity and migration (neither of which are measured in the IWAH/GHIC). The study conducted in England, Scotland and Sweden introduces a qualitative dialogical approach to GHIC. This involves measuring migration-mobility in dialogical interviews and controlling and removing borders on world maps-using an interactive world mapping task (N = 23). Participants articulate four social representations relating to a fragile earth, enduring colonial settler/native conflict, ingroup/outgroup conflict or, in contrast, a cooperative plentiful planet where borders are unnecessary. Such social representations demonstrate the importance of planetary consciousness and relate to four lay models of social psychological precarity related to intergroup competition, global conflict, economic rationality and human-made borders. In conclusion, all participants employ lay models of social psychological precarity when discussing sovereignty, migration and belonging. We recommend psychologists investigating GHIC include measures of social psychological precarity and migration-mobility.

An authentic learner-centered planetary health assignment: A five-year evaluation of student choices to address Sustainable Development Goal 13 (Climate Action)

A Code Red has been declared for the planet and human health. Climate change (e.g., increasing temperatures, adverse weather events, rising sea levels) threatens the planet's already declining ecosystems. Without urgent action, all of Earth's inhabitants face an existential threat. Health professions education should therefore prepare learners to not only practice in a changing world, but authentic educational activities should also develop competencies for global and planetary citizenship. Planetary health has been integrated across the five-year Bond University (Australia) medical curriculum. It begins in the second week of Year 1 and ends with a session on Environmentally Sustainable Healthcare in the General Practice rotation in the final year. The purpose of this article is to describe the outcomes of the first 5 years (2018-2022) of a learner-centered planetary health assignment, underpinned by the 2030 United Nations (UN) Sustainable Development Goals (SDGs), in the second year of a five-year medical program. Using systems and/or design thinking with a focus on SDG13 (Climate Action) plus a second SDG of choice, self-selected teams of 4-6 students submit a protocol (with feedback) to develop a deliverable "product" for an intended audience. Data analysis of the first 5 years of implementation found that the most frequently selected SDGs in addition to SDG13 were: SDG12 Sustainable Production and Consumption (41% of teams), mostly relating to healthcare emissions and waste; SDG3 Health and Well-being (22%), generally involving the impact of air pollution; and SDG6 Clean Water and Sanitation (15%). A survey at the concluding conference garnered student feedback across various criteria. The planetary health assignment is authentic in that teams provide solutions to address climate change. Where appropriate, final "products" are sent to local or federal ministers for consideration (e.g., policy proposals) or integrated into the curriculum (e.g., learning modules). We believe that the competencies, attitudes, and values fostered through engagement with planetary health. Throughout the medical program, as evidenced by their evaluations, stands students in good stead to be change agents, not only in clinical practice but in society. An awareness has been created about the need for planetary citizenship in addition to global citizenship.

Epidemiology, Secondary School Curricula, and Preparing the Next Generation for Global Citizenship

Because COVID-19 and other emerging infectious diseases are likely to play an increasingly important role in shaping American and global society in years to come, there is a need to prepare young people to make informed decisions in this changing global context. One way to do so is teaching and learning about basic principles of epidemiology in secondary schools. Improved understanding about the agent of infection, mechanisms of transmission, factors that increase or decrease susceptibility, place variation and environmental factors that facilitate or hinder transmission, reservoirs of infection (where the agent lives and multiplies), and when the disease is more or less likely to occur comprise the main facts about an infectious disease relevant to prevention and control. Improved understanding of these basic concepts could help future generations make informed decisions in a changing global context with emerging infectious diseases and a plethora of widely disseminated misinformation and disinformation. This viewpoint considers why learning about epidemiology in secondary school would benefit population health using COVID-19 as an illustration.

Social Science Pedagogy as a Way of Integrating Sustainable Education and Global Citizenship into the Initial Training of Pre-Primary Teachers

The main objective of this research was to demonstrate the integration of international and national strategies in education for sustainable development and global citizenship into initial teacher training. The researchers analyzed the outcomes of a feminist teaching strategy based on family trees, focusing on the usefulness of social science pedagogy in developing critical thinking among pupils. They also attempted to enhance teachers' digital literacy and make progress in reflecting on its functioning and use. The research used mixed methods, and the research instrument was a questionnaire using Likert-type scales validated by specialists from several universities. It was deployed in the module Didáctica del Conocimiento del Medio Social y Medioambiental (Pedagogy of Knowledge of the Social and Cultural Environment) of the Bachelor's Degree in Pre-Primary Education at the University of Alicante. Using historical research with a gender perspective, the trainee teachers investigated their family trees, focusing on the women in their families. They also carried out a speculative exercise to aid reflection on their contributions as teachers in support of equal education. The results obtained showed that this was a novel and useful educational activity, which inspired participants to work for a fair and democratic global citizenship based on coeducation.

Development and Application of a Program for Reinforcing Global Health Competencies in University Nursing Students

Purpose: With globalization, the importance of global health is being stressed. Although nurses are indispensable healthcare professionals, programs to develop nurses with global health competencies and relevant studies are rare. Accordingly, this study was designed to develop a program to increase global health competencies and global leadership in nursing students and test its effect.

Methods: A single group pre- and post-test study design was used. A 13-weeks program was developed and implemented with 204 students. Data were analyzed using paired t-test. The program to promote global health competencies was designed to improve nursing students' knowledge of global health, global leadership, global health competencies, critical thinking ability, and student-student partnership.

Results: Global health competencies (t = −19.96, p < 0.001), self-assessed global leadership (t = −7.67, p < 0.001), and critical thinking ability (t = −7.67, p < 0.001) all significantly increased.

Discussion: The study findings of increased global health competencies and global leadership in nursing students after participation in the program indicated ways in which global health competencies of nurses need to be developed. Therefore, the following aspects should be considered. First, nursing educators should understand the need and importance of global health education and accordingly, current nursing curriculums should be revised to include courses about global health. A systematic course of studies about global health should be developed and implemented based on discussions among experts and researchers. Second, as future health care professionals, nursing students should take an interest in global health problems and recognize various issues that need to be solved beyond borders between countries. To develop global health competencies, various efforts and systematic curriculum revisions are necessary.

Global Leaders in Development: a global leadership module across three international pharmacy schools

OBJECTIVES

The objective of this study was to assess the impact of the Global Leaders in Development (GLIDE) module to determine whether the concepts of global mindset, citizenship and leadership can be effectively taught within a short-term didactic module.

METHODS

Faculty members of PharmAlliance, a partnership between three schools of pharmacy, created a three-week optional, non-credit-bearing distance-based global leadership development module. Material and assignments focused on the concepts of global mindset, global citizenship and global leadership as applied to the global health issues of non-communicable diseases, universal health coverage and primary care. Student self-rated growth was measured with an adapted fifteen question pre-post-survey that also included open-ended questions.

KEY FINDINGS

Most statements showed growth on the pre-post-survey with seven being statistically significant (P < 0.05). The largest growth involved students' perceived potential to be a global leader in pharmacy (global leadership category), the students' connectedness to the pharmacy profession worldwide (global citizenship category) and the students' awareness of global challenges faced in the pharmacy profession (global mindset category). Qualitative analysis identified several themes for each of the open-ended questions. Student expectations focused on the desire to expand their global mindset, better understand global pharmacy practice, develop teamwork skills and understand global pharmacy challenges and strategies for engagement.

CONCLUSIONS

The concepts of global mindset, global citizenship and global leadership may help promote awareness of global health challenges, opportunities to make a global difference in a local context and connectivity to the profession on a global scale.

What Does it Mean to Be a Global Citizen?

Becoming aware of global trends and issues is the first step in understanding one's position and role within a larger global context, thereby aiding in the development of an individual's global identity. Gaining an understanding and appreciation of the interconnectedness of our world as well as respecting and valuing existing diversity provide a foundation that enables us to challenge injustice and take action in personally meaningful ways. Nursing is a profession that is found in every country and has the inherent ability to bridge cultures through the delivery of universally accessible health care.