A Comprehensive Model for Integrating Critical Global Competencies in General Studies

Thesis Abstract

This study addresses the persistent gap between General Studies curricula and the development of critical global competencies essential for informed, responsible citizenship in a rapidly changing world. Despite growing demands for cross-cultural understanding, media literacy, ethical reasoning, and global problem-solving, many General Studies programs emphasize disciplinary knowledge over integrated capabilities, resulting in graduates ill-equipped to navigate transnational challenges. The aim is to develop and validate a comprehensive model for integrating critical global competencies into General Studies that is scalable across higher education contexts. The specific objectives are to (1) identify core global competencies—cultural literacy, critical media analysis, global ethical reasoning, systems thinking, and collaborative problem-solving—that should be embedded in General Studies; (2) design an integrated curricular framework and pedagogical toolkit aligned with competency-based outcomes; (3) test the model’s feasibility and effectiveness across three diverse undergraduate programs; (4) examine faculty readiness, resource implications, and institutional readiness for implementation; and (5) provide evidence-based recommendations for policy and practice. The methodology adopts a mixed-methods design, combining explanatory sequential phases. In Phase 1, a convergent mixed-methods approach collects both quantitative and qualitative data to inform model development. The population comprises General Studies programs at three public universities with diverse student bodies. Phase 1 sampling uses purposive selection of 12 course coordinators and 24 faculty members, and a stratified random sample of 600 undergraduate students enrolled in General Studies courses. Instruments include a validated Global Competencies Inventory, a curriculum mapping rubric, and semi-structured interview guides. Phase 2 involves quasi-experimental testing in 6 General Studies sections across the three universities, with 300 students assigned to an intervention group (receiving the integrated framework and pedagogical toolkit) and 300 to a control group (business-as-usual curriculum). Data collection instruments include pre- and post-tests using the Global Competencies Scale, a curriculum fidelity checklist, student reflective journals, and instructor observation protocols. Reliability and validity are established through Cronbach’s alpha, factor analysis, and inter-rater reliability (Cohen’s kappa > .80). Data analysis employs confirmatory factor analysis (CFA) to validate the competency model, multivariate analysis of covariance (MANCOVA) to assess intervention effects while controlling for prior attainment, and thematic analysis of interview and reflective data to elucidate implementation processes. Structural equation modeling (SEM) will test the relationships among curricular inputs, pedagogical practices, and observed competency gains. Key expected findings include (a) identification of a parsimonious set of five global competencies with high internal consistency and clear curricular alignment; (b) a validated integrated framework linking learning outcomes, assessment rubrics, and instructional activities across General Studies courses; (c) evidence that the intervention yields statistically significant improvements in global competence scores (p < .05) relative to the control group, with medium effect sizes (Cohen’s d ? 0.40–0.60); (d) positive correlations between faculty readiness and implementation fidelity and observed student gains; and (e) generalizable design principles for scalable adoption across institutions with varied resource levels. The study contributes to knowledge by operationalizing a theory-driven, curricular-integrated model for critical global competencies grounded in constructivist learning theory and anchored by the UNESCO framework for global citizenship education, while leveraging systems thinking to align outcomes with assessment and institutional processes. The anticipated theoretical implication includes a validated model that explicates how curricular design, pedagogical practices, and assessment interact to cultivate global competencies in General Studies, complementing existing empirically based studies that treat these competencies as ancillary rather than core curricular outcomes. The practical implications involve a ready-to-adopt curricular framework and toolkit, a set of scalable professional development modules for instructors, and policy recommendations for integrating global competencies into general education requirements. The main conclusion is that a deliberately designed, context-sensitive integration of critical global competencies within General Studies significantly enhances student capabilities beyond disciplinary knowledge alone. Recommendations include iterative curriculum refinement based on continuous assessment data, expansion of the model to include online and blended delivery modalities, and institutional investment in faculty development and resource allocation to sustain long-term competency development.