Assessment of Philippine Global Citizenship Education (GCED) Indicators Among the Faculty Members of a Private HEI in Laguna, Philippines: Basis for Capacity-Building Program

Guided by UNESCO’s Global Citizenship Education (GCED) learning-domain framework and anchored on Sustainable Development Goal (SDG) Target 4.7, this study assessed the extent to which faculty members of a private higher education institution in Laguna, Philippines demonstrate GCED indicators across the cognitive, socio-emotional, and behavioral domains. Specifically, it addressed the following research question: To what extent do faculty members demonstrate GCED competencies across the three learning domains, and how can the findings inform the development of a faculty capacity-building program? Using a quantitative descriptive design, data were collected from 75 full-time, non-administrative faculty members through a GCED-aligned survey instrument. Mean scores and standard deviations were used to determine the extent of faculty competencies. Findings showed high levels of GCED competencies in the cognitive domain (M = 3.50, SD = 0.59), socio-emotional domain (M = 3.52, SD = 0.56), and behavioral domain (M = 3.41, SD = 0.75). These results suggest that faculty members possess strong foundational knowledge, positive dispositions, and relevant instructional practices for integrating GCED principles into higher education. Despite these favorable results, the study revealed a critical implementation gap. Relatively lower indicators in higher-order reasoning, sustained multi-perspective dialogue, and civic leadership suggest that faculty members’ GCED knowledge and attitudes do not yet fully translate into transformative, participatory, and action-oriented global citizenship practices. In response, the study proposed a capacity-building program focused on strengthening critical reasoning, dialogue facilitation, and civic engagement among faculty members. The findings highlight the importance of targeted professional development in advancing transformative GCED implementation in Philippine higher education and in supporting the attainment of SDG Target 4.7.