Integrating Global Citizenship Education into Ghana’s Common Core Programme: Pathways to Empowering 21st Century Learners

Amadu Musah Abudu; Iddrisu Bariham; Joseph Yaw Dwamena Quansah

doi:10.51867/ajernet.5.4.167

Authors

Amadu Musah Abudu University for Development Studies, Ghana https://orcid.org/0009-0003-5647-4440
Iddrisu Bariham University for Development Studies, Ghana https://orcid.org/0000-0002-5027-7003
Joseph Yaw Dwamena Quansah University for Development Studies, Ghana https://orcid.org/0000-0001-7425-2209

DOI:

https://doi.org/10.51867/ajernet.5.4.167

Keywords:

Civic Engagement, 21st Century Learners, Common Core Programme, Curriculum, Global Citizenship Education

Abstract

Ghana’s Common Core Programme (CCP), introduced as part of recent educational reforms, aims to equip students with 21st-century competencies, including critical thinking, ethical reasoning, and intercultural collaboration. While the CCP provides a promising framework for incorporating Global Citizenship Education (GCE), the extent to which global citizenship principles are fully integrated within the curriculum remains a critical issue. Grounded in Transformative Learning Theory, this study examines the integration of GCE within the CCP and its potential to prepare students for active roles in an increasingly interconnected world. The study employed a convergent parallel mixed-methods approach, targeting a population that included teachers, head teachers, and curriculum leads in basic schools across Ghana's Central, Ashanti, Western, and Savanna regions. Using a multistage sampling method, a total sample size of 427 participants was selected. Data were collected through questionnaires, interviews, and focus group discussions, and the analysis combined path-coefficient calculations with inductive thematic analysis. The findings reveal that skills (path coefficient = 0.335) exert the most significant influence on the CCP curriculum, reflecting the programme’s strong emphasis on critical thinking, problem-solving, and practical competencies essential for global citizenship. Knowledge (path coefficient = 0.305) and attitudes and values (path coefficient = 0.303) also play critical roles, highlighting the CCP’s commitment to fostering global awareness, empathy, respect for diversity, and inclusivity. Furthermore, the high path coefficient between the CCP and GCE (0.930) demonstrates a strong positive alignment with GCE objectives. The study also reports high R² values for CCP (0.739) and GCE (0.865), suggesting a well-structured curriculum designed to promote global citizenship competencies. These results conclude that the CCP is successfully aligning with the broader goals of GCE by equipping students with the knowledge, skills, and values needed to thrive in a globalized world. To further enhance the integration of GCE within the CCP, the study recommends that the Ministry of Education strengthen ongoing professional development for educators and provide additional resources to support effective teaching practices.

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