! ii

ABSTRACT

ABRIL, Jan Michael Vincent Nadal. (2015) AN EXPLORATORY STUDY ON HOW TEACHERS ACROSS SELECTED ASEAN COUNTRIES EDUCATE FOR GLOBAL CITIZENSHIP.

The term Global Citizenship turned a buzzword over the last decade even though

scholars diverge over its conceptual and operational definition. Though the term itself

renders philosophical tensions as regards the issue of citizenship and globalisation, its

significance in education rationales and programmes, such as global service learning,

travel abroad programmes, and school-wide curriculum, can no longer be understated. An

important inquiry, hence, is that how might teachers’ personal and professional

characteristics and their classroom practice influence their global citizenship levels?

A total of 136 teachers from across Cambodia, Malaysia, Indonesia, The

Philippines, Singapore, Thailand, and Vietnam participated in the online survey posted from

December 2014 to February 2015. Utilising mixed methods of quantitative and qualitative

data, this study found out that regardless of any international experience, such as

vacation, study abroad or attending in an an international conference, the teachers have

high levels of global citizenship. They are particularly high in global competence and social

responsibility, but they are not particularly mindful whether they will participate in global

civic engagements.

Furthermore, the qualitative part of this study revealed the classroom experiences of

teachers as they most commonly embed cultural practices, diversity, and social justice

topics/themes in the teaching-learning strategies they utilised inside the classroom. The

most common of such strategies are identifying similarities and differences, cooperative/

collaborative learning, and questions, cues, and advanced graphic organisers.

Using multiple regression (stepwise and linear regression analyses), the conclusion

drawn from this is that the best predictors of teachers’ level of global citizenship are the

number of times he/she travels and his/her field of specialisation. This conclusion forms a

basis that for any educational institution that includes preparing students to become

globally competitive in their education rationales and considers integrating global