Global Leadership Programs in K-12 Education: Fostering Multicultural Awareness and Media Literacy for Future Leaders
Olalekan LAWAL *
Department of English and World Languages, Youngstown State University, Ohio, United States of America.
*Author to whom correspondence should be addressed.
Abstract
Objective: This study examines the structural integration, pedagogical foundations, and impact of Global Leadership Programs (GLPs) within K–12 education systems across diverse global contexts. It explores how GLPs cultivate intercultural competencies, civic engagement, and cross-cultural communication skills necessary for youth leadership in an increasingly interconnected world.
Study Design: A comprehensive literature review was conducted using peer-reviewed academic sources published between 2018 and 2025, with attention to the curricular and extracurricular delivery models of GLPs in both Global North and Global South regions. After removing duplicates, titles and abstracts were screened for relevance to the topic. Subsequently, full-text articles were assessed against the inclusion and exclusion criteria. This process resulted in a final selection of 30 studies that met all inclusion criteria.
Methodology: Following a qualitative approach, the study examined both empirical and theoretical research, case studies, and comparative policy analyses. Key themes explored include multicultural awareness, media literacy, and global citizenship.
Results: Findings indicate that GLPs enhance students’ global awareness, communication abilities, and leadership capacity, especially when embedded into formal curricula and supported by experiential pedagogies. Programs such as Model UN, IB Global Politics, and cross-border digital initiatives were shown to have improved students’ media literacy, civic participation, and intercultural dialogue. However, disparities remain in teacher training, resource allocation, and the visibility of Global South voices in global leadership education discourse.
Conclusions: This review paper discusses the need to standardize GLPs within formal K–12 curricula, aligning with SDG 4.7 goals and it recommends scalable and context-sensitive models for integrating GLPs, highlights the need for longitudinal studies, and advocates for inclusive policy reforms and cross-sector collaboration to promote equitable global leadership development for all students.
Keywords: Global leadership programme, K-12 education, global citizenship education, media literacy, multicultural awareness, K-12 curriculum integration