Global Citizenship Education and Intercultural Understanding: A Kernel for Promoting Transnational Education Among Higher Education Institutions in Uganda

ABSTRACT

This narrative qualitative case study examines the integration of Global Citizenship Education (GCE), Intercultural Understanding (IU), and Transnational Education (TNE) with a case of Kabale University in Uganda specifically to analyse how these education models are applied within Higher Education Institutions, their implications on students, and the difficulties faced in integrating them into the curriculum. Data was collected through interviews, documents examination, and observation of extracurricular and academic life. Results show that while GCE, IU, and TNE are being brought in across certain faculties, implementation is still patchy and biased. Despite all this, students do indicate the need for formal provision of access to the study of global problems and to the contact with multiple cultures. The study concludes that universities should enhance their global Citizenship education program but do require more organized approaches towards introducing the curriculum and developing capacity among the staff. It recommends that the universities, together with the government and external partners, re‐commits itself to global education by embedding GCE, IU, and TNE more consistently in the curriculum; thus emphasizing the importance of cultivating global citizenship to empower students with the ability to manage the complexities of a more evolving globalized world.