Fostering Global Citizenship Through Intercultural Dialogue and Collaborative Learning: Evidence From Ghanaian Higher Education

Author Information

Stella Daah Siaw, Wesley College of Education, Ghana
Abena Sekyere, AAMUSTE, Ghana
Kwame Siaw, Ghana Revenue Authority, Ghana

Abstract

Global citizenship education remains under-researched in African settings, despite growing importance in higher education worldwide. This study examines how intercultural communication and collaborative learning shape global citizenship among students in Ghanaian higher education. Using a mixed-methods approach, 400 students across academic fields, study levels, and geographical backgrounds completed a structured questionnaire combining Likert-scale items and open-ended questions. Quantitative findings show intercultural dialogue is a regular feature of student life, marked by frequent cross-cultural interaction and openness to diverse perspectives, though uneven participation and language barriers persist. Collaborative learning emerged as a key site of intercultural contact, requiring students to navigate difference, share responsibility, and resolve conflict. Qualitative findings indicate that students develop global citizenship primarily through lived experience rather than formal instruction, emphasizing respect for others, accountability, and awareness of the broader consequences of everyday actions. Notably, routine academic interactions embedded in local, Ghanaian contexts appear to foster global citizenship more effectively than formal curricula or international exposure. These findings challenge dominant global citizenship models centred on Global North experiences, offering context-sensitive evidence from an underrepresented setting. The study offers practical guidance for institutions, educators, and policymakers seeking to strengthen intercultural communication and collaborative learning within African higher education.

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• Category: Humanities - Teaching and Learning

Posted by James Alexander Gordon

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