摘要
•Adult learners exhibit varied levels of performance in global citizenship competencies, with a particular need for enhanced understanding and engagement in areas like multiculturalism, economic phenomena, and political organizations, necessitating sustained provision of relevant learning resources.•Demographic factors significantly influence adult learners' global citizenship performance, highlighting differences based on variables such as educational attainment, occupation, income level, and urban or rural residency, underscoring the importance of addressing diverse learning needs in adult education.•Structural equation modeling effectively illustrates the multidimensional influence of adult learners' competencies on global citizenship, emphasizing the need for integrated cognitive, affective, and behavioral dimensions in educational planning and curriculum design.•The study advocates for promoting diversity capacity among leaders and staff to enhance adult learners' global citizenship competencies, emphasizing the importance of aligning institutional curriculum with the development of cultural sensitivity, language learning, and human values awareness.•Recommendations include addressing curriculum gaps, tailoring learning activities to diverse learner needs, and expanding the utility of survey instruments to improve global citizenship education outcomes and promote equity in adult education.
Compared to formal education, adult education is one of the most crucial systems for social education and lifelong learning. This paper examines learners' global citizenship competencies and analyzes the influence of demographic variables. Moreover, this article employs structural equation modeling by developing a survey instrument to measure global citizenship competence. The researchers sampled learners from community colleges in Taiwan, distributing 1,400 paper questionnaires, and receiving 1,280 responses. Research findings are: (1) Adult learners' performance in global citizenship competencies is uneven. Participation in multiculturalism, economic phenomena, and political organizations needs to be more advanced. (2) Adult learners' global citizenship competencies were significantly affected by demographic variables such as educational attainment, occupation, monthly personal income, and in an urban or rural area. (3) Results showed that the structural equation modeling is appropriate and has good explanatory power. Implications and suggestions are given at the end.