Global Citizenship and Intercultural Learning
What this domain tests
This domain tests how CIS understands global citizenship and intercultural learning, and how schools can move beyond superficial internationalism.
Core rules
- Global citizenship involves knowledge, skills, attitudes, and action: understanding global issues, perspective-taking, critical reflection, and responsible participation.
- Intercultural learning develops cultural humility, not just facts about other cultures. It requires examining one’s own assumptions and power relations.
- CIS expects global citizenship to be embedded across the curriculum and school life, not confined to one subject.
- Schools should avoid “food and festivals” approaches that exoticize cultures and ignore structural issues.
- Strong learning includes local-global connections, collaboration, and student agency.
Worked example
A unit on migration asks students to analyze push and pull factors, read first-person narratives, compare local and global policies, and take informed action such as a community awareness project. The teacher avoids asking students to “represent” their culture; instead, students interrogate stereotypes and reflect on their own positionality.
Traps
Confusing global citizenship with charity, treating culture as static, ignoring power and privilege, or assuming international schools are automatically intercultural will lose marks. Intercultural learning is a critical process, not a cultural showcase.