Abstract

Author:
John Cliford M. Alvero

Doi: 10.26480/eldn.02.2023.112.119

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

This study explored the extent of integration of global citizenship competencies (GCC) in General Education Courses (GEC) and its implications for curriculum innovation. The study employed a descriptive-correlational design. Stratified proportionate sampling was used to determine the 294 learner-respondents and total enumeration for 20 GEC teacher-respondents. Mean, standard deviation, and t-test for two samples assuming equal variance were used as the statistical tools in interpreting and analyzing the data. The findings of the study revealed that the GEC learning outcomes were attained to a “Very Great Extent” (M = 3.30, SD = 0.56), learners were “Moderately Aware” in the GCED core conceptual domains (M = 3.21, SD = 0.59), and the extent of integration of GCC by the GEC teachers in their curriculum was to a “Great Extent”, as assessed by the teachers (M = 3.16, SD = 0.47) and learners (M = 2.40, SD = 0.50) “Limited Extent”. Using t-test for two samples assuming equal variance, there is no significant difference in the assessment done by GEC teachers and learners. The findings suggest that there is a need to strengthen the integration of GCC thru curriculum innovation to introduce new ideas or practices that are new and different from those that exist in the prescribed GE curriculum. Therefore, the utilization of the developed enhanced curriculum guide is highly recommended.