Print ISSN: 0016-4139 Online ISSN: 2719-082X
Global citizenship education (GCED) is explicitly covered by the Sustainable Development Goals (SDGs) under the Agenda 2030. As a multifaceted and flexible approach, GCED applies a lifelong learning perspective, covering all levels of education and into adulthood, thus countries and institutions may adopt both formal and informal approaches, curricular and extracurricular interventions, and conventional and unconventional pathways to participation. In support of this, it is important to determine the policies and practices at the institutional level. Using mixed descriptive-evaluative method of research, the study aimed to determine status of integration of GCED in terms of policies, curriculum, co-curricular activities or student support programs, and practices of teachers, and develop and assess framework for the institutional mainstreaming of GCED and institutional GCED action plan. Data were gathered through questionnaire, focus group discussion, interview, documentary analysis, and juror validation. Findings revealed that there are no existing written or formal policies related to GCED. The integration in curriculum, curricular activities, and practices of teachers is implicit and informal across levels. The proposed framework for institutional mainstreaming of GCED considers global GCED frameworks and institutional vision, and serves as one of the bases for preparing the institutional GCED action plan. Both the proposed framework and action plan were rated highly satisfactory, thus sound and acceptable. Institutionalizing GCED through curriculum, co-curricular activities, student services, and academic practices is exigent.