Is global citizenship a priority in occupational therapy education? The perceptions of Australian occupational...

In an increasingly interconnected world, there is a pressing need for occupational therapy students to graduate as culturally responsive and socially responsible global citizens. However, little is known about the extent in which global citizenship is understood by occupational therapy educators and if it is embedded in Australian occupational therapy education.

An interpretive, phenomenographic approach was adopted, to identify the qualitatively different ways that occupational therapy educators understand global citizenship in occupational therapy education and its perceived importance in preparing graduates for professional practice. Twenty Australian educators were interviewed. Analysis of interview transcriptions generated four distinct 'categories of description' grounded in participants' awareness and experience of global citizenship and its relationship to internationalisation of the curriculum in occupational therapy education.

No consumer/community were involved in this research.

The four categories revealed global citizenship and internationalisation of the curriculum was perceived by participants as either institutionally imposed and irrelevant, locally mandated and important, values driven and desirable, or professionally essential and aspirational. While some participants described it as lacking relevance to occupational therapy education, others felt that it was essential to preparing students for professional practice and therefore should be in curriculum.

Global citizenship in occupational therapy education was understood in various ways. Becoming a global citizen was considered by most participants as necessary for developing a strong professional identity. Further research related to student perceptions of global citizenship and how this contributes to the development of professional identity is called for.