How to connect summer travel with global citizenship

Global citizenship is a crucial concept for young people. It’s about being part of communities that go beyond their local neighbourhood or country. Being a global citizen encourages students to be curious, tolerant and empathetic. It can also open doors to lots of opportunities in the future.

How can global citizenship be brought into the classroom?

One of the most effective ways is to connect this concept to your students’ holidays in the summer. In the UK alone, 68% of families planned to travel abroad in 2024, meaning that plenty of students have experienced being a global citizen first hand. Even domestic travel or staycations can show students how to be a global citizen.

Here’s how to share the benefits of global citizenship in class:

Showcase an item or souvenir from a trip

Whether students took a flight or a bus to their holiday destination, they probably will have bought or picked up something to remember their time away. So, invite your students to bring any holiday souvenirs into the class to present to everyone. In order to make this a worthwhile exercise, ask your students to do some research beforehand, in order to explain how the souvenir relates to when they went, which builds a deeper understanding and appreciation for different people and places.

For example, a student who travelled to Japan could bring back a traditional Daruma doll and talk about how it’s a symbol of good luck and perseverance. They could discuss how the two blank eyes are used to set goals – one eye is filled in when the goal is set, and the other filled in when the goal is completed.

A US student who visited New Mexico might show some Native American jewellery, like a turquoise necklace. They could talk about Navajo, Zuni, and Hopi tribes, and how turquoise is considered to have spiritual and healing properties in these communities.

Or a student who went to an international food market in their local neighbourhood over summer could bring in a molcajete, which is used in Mexican cooking. They could mention how the volcanic rock tool dates back to pre-Hispanic times to grind spices, make salsa, and prepare dishes like guacamole.

By researching their souvenirs and explaining their cultural and historical background, students can become cultural ambassadors who promote global awareness and intercultural respect. (And they get to share cool items from their summer holidays!)

Explain infrastructural differences and how they can be applied in other places

Wherever your students went during the summer, you can ask them to think about the infrastructure that supports daily life in that destination, and to think about whether those elements could be used elsewhere. Having this mindset encourages students to pay more attention to their surroundings and be innovative.

For example, if one of your students went to Copenhagen in Denmark, they would probably notice the city has lots of cycling routes, traffic signals for cyclists and bicycle parking stands. That student could look into how the infrastructure contributes to less traffic congestion, lower pollution levels, and better public health. They could then talk about how these components could improve their home city, and what challenges might be faced in the process.

A student who visited Amsterdam in the Netherlands could focus on the city’s water management, looking at canals, flood defences, and urban planning there. They might want to suggest other locations where this type of water management would be helpful, and how public spaces can be constructed around water to foster community engagement.

Examining diverse infrastructure helps students gain insights into how places are developed and function, and how governments can create more livable and sustainable environments. This perspective is part of global citizenship, as it focuses on recognising and sharing ideas for positive change.

Lead a cooking class to replicate a meal students ate

Food is an excellent way to celebrate global citizenship in your classroom! It’s a dynamic activity that lets students share new recipes and eating styles with other students.

Someone who travelled to Thailand could prepare a Pad Thai for the class, explaining how the balance of sweet, sour, salty, and spicy flavours characterise Thai cuisine. Together, the class could learn how to stir-fry rice noodles with tofu, prawns, eggs, and vegetables, and season with different spices. Along the way, they could discuss why Thai meals are communal and how street food fits into daily life in the country.

A student from the UK who stayed in their home town could organise a class to make a British-Indian curry based on a restaurant they ate in. They could begin the class by talking about the historical connection between the UK and Indian food. Later they could guide students through a Chicken Tikka Masala recipe, marinating chicken in yoghurt and spices, and then showing how to cook the chicken and simmer the creamy tomato sauce with ingredients like garlic, ginger, tomatoes, and garam masala.

A cooking class integrates students’ gastronomical summer experiences with their school life and enhances their understanding of the (literal) rich flavours of the world.

Growing global citizens in the classroom

Being a global citizen can start anywhere. Both students who travel abroad and those who spend summer in their local communities can become global citizens. So much of life is inspired by other cultures, and so students can embrace international lifestyles from their doorstep or from further afield.

Summer is a prime time to explore – more people want to enjoy the warm weather, and there’s a higher chance of meeting people from around the world. But summer learnings shouldn’t just be for a few months a year. Use the above activities to extend summer a little longer in the new term, and nurture global citizens in your classroom!

Discover more about connecting your students with the world beyond the classroom. Read Five ways to foster global citizenship in your classroom.