Towards global citizenship: investigating and measuring empathy for the other in global health education

In an era marked by global crises (e.g. climate change, pandemics), an increased focus on shaping global citizens through geographical pedagogy is emerging, as underscored through the Incheon Declaration for Education 2030. Empathy – a key component of global citizenship – is foundational to fostering critical thinking, problem-solving, and motivation to work towards a more equitable world. We present findings from an investigation designed to measure empathy toward the other among university students enrolled in online global environment and health courses offered in a Canadian geography department. Grounded in social learning theory, we use the Toronto Empathy Questionnaire to investigate how academic curriculum can shape empathy. Student responses were recorded at the outset (pre-test) and close (post-test) of each course from 2019–2022. Paired t-tests revealed a statistically significant increase between pre-test and post-test empathy scores in both courses. Regression analyses revealed that gender, age, year of enrolment, Faculty, and student status were significantly associated with empathy scores. This research underscores the need to promote and measure empathy-focused strategies to work towards achieving the strategic plans of universities that encompass the shaping of global citizens who will create a more equitable and sustainable world.