The author reflected on government funded cross-national/multi-institutional comparative research, which focused on issues of citizenship in global contexts, the multiple uses of STEM, and individual and group rights via geopolitical alliances. The promotion of diversity and citizenship competencies demonstrates an international commitment to strengthen the bonds between nations through the education of citizens in critical fields (e.g. STEM) and further integration into the global system of scientific innovation that connects global partners and promotes what is best for societal peace and prosperity. National and global citizenship are examined in these contexts.
In this manuscript I will: 1) discuss contemporary debates for and against global citizenship that are driving many of today’s national policies around the globe (i.e. US immigration policy, Brexit); 2) explicate the expansion of ideas regarding national issues in a global context and rising belief in international collaboration to deal with those issues (global citizenship); 3) elucidate our methodological approaches; 4) examine how the STEM pipeline is affected by anti-global citizenship policies; and 5) synthesize the ways that STEM promotes collaboration in dealing with global issues (i.e. Science Diplomacy, COVID-19 response).
Educating economically successful engaged global citizens; expanding access to higher education; and impacting science diplomacy, international relations, and the evolution of the academy into engines of social and economic development are all issues that have been addressed through the promotion and expansion of international STEM collaborations. The conceptual literature review and analysis elucidates perspectives that show that engagements bring gifted scientists and students together from across the globe to work on issues of international significance. Hence the essence of cosmopolitanism, global citizenship education, and the global university engagement movement are portrayed.
By linking global citizenship education with that of STEM education in comprehensive holistic manners, the preparation of students will promote the understanding of informed global perspectives uninhibited by border that include various populaces and viewpoints. The ideas/policies of promoting informed global perspectives through civic engagement and citizenship are an embrace of sociocultural and globally inclusive paradigms that portray beneficial results. By working collectively with various current and future higher education, government, and STEM professionals physical and cultural barriers can also be dismantled.