426 KNOWLEDGE, SKILLS, AND ATTITUDES OF MALAYSIAN STUDENT ON GLOBAL CITIZENSHIP EDUCATION Hamidah Yusof*, Mohd Asri Mohd Noor, Mahaliza Mansor, Jamal Yunus Universiti Pendidikan Sultan Idris, Malaysia *e-mail: hamidah.yusof@fpe.upsi.edu.my Abstract: Student’s perception on the current global citizenship education might have evolved. This study aims to identify the level of knowledge, skills, and attitudes of global citizenship from students’ perceptions. It also examined the relationship between students’ knowledge with the skills and attitudes of global citizenship. This study involved 155 frst semester students in a public university in Malaysia. The selection of these respondents is to get their views on the education of global citizenship they received at schools. They were chosen because they had just fnished secondary schools, and their experiences were still fresh in memory. They also came from various schools in Malaysia and able to draw on the experience of global citizenship education in Malaysia. This study was quantitative and used a questionnaire as the research instrument. The fndings show that the level of knowledge, skills, and attitudes of students towards global citizenship is at a moderate level. The relationship between knowledge, skill, and attitude towards global citizenship is high, positive, and signifcant. The multiple linear regression analysis showed that skill and attitude are the predictors for the knowledge in the students. This study implies that global citizenship education is important to equip students to understand global issues and become global citizens. Keywords: knowledge, skills, attitude, global citizenship education, students INTRODUCTION Global citizenship referred to the feelings of belonging to a specifc community and shared the same perspectives of humanity. It consisted of political, economic, social and cultural interdependence and interconnectedness between the local, the national, and the global (UNESCO, 2015). This interconnectedness brings new transnational concepts to understand world issues and problems. Although the defnition of global citizenship has not clearly defned, it has gained more popularity and effects on the community. One of the impacts is the need for “globalization learning” (Cheng, 2003). Friedman (2000) stated that globalization had affected every person and place in the world today. It moves from local to global and from nation to international - globalization in economic viewed as the increased power of organizations, human resources and global markets. Cheng (2003) stated that globalization implies the transfer, adaptation, and development of value, knowledge, technology, and norms of behaviour between nations and communities in the world. The increasing awareness in this global citizenship resulted in increased attention given to the global dimension in citizenship education and its’ implication to the policy, curricula, teaching and learning. Global citizenship education (GCE) widely discussed nowadays because of its impact on globalization (Rapoport, 2010; Davies & Pike, 2011). Oxfam (2015) stated that global citizenship education is a framework that can be used to educate learners to engage critically and actively with the challenges and opportunities in life through a fast and interdependent world. It is transformative, developing the knowledge and understanding, skills, values, and attitude that learners need both to participate fully in a globalized society and economy and to secure a more just, secure and sustainable world than one they have inherited. The existing education system should be able to respond to the current trends and challenges of globalization. Wintersteiner, Grobbauer, Diendorfer & Reitmair-Juárez (2015) stated that Global Citizenship Education is not just a theoretical concept but also a practical program that can be implemented at schools, in youth work and adult education. The United Nations (UN) and its agency UNESCO had led the support and promotion of GCE at an early stage. UNESCO visioning GCE as an education that has holistic aspects Cakrawala Pendidikan, Vol. 38, No. 3, October 2019 doi:10.21831/cp.v38i3.26304