This study examines how international experiences, both academic and work-based, contribute to the development of global citizenship in engineering students, hypothesizing that each plays a distinct yet complementary role in fostering professional and personal growth.
A structured questionnaire was administered to a sample of Mexican engineering students participating in the GIGAKU Global Project – an international program blending academic learning with work-based experiences. The data were analyzed using SPSS to assess the impact on key competence areas.
Results indicate that students experienced the greatest development in non-technical skills, followed by attitudinal and technical competencies. Notably, enhanced areas included research skills, learning to learn, collaboration, analytical thinking, global awareness, social responsibility and personal engagement.
The study's findings are constrained by a small sample limited to Mexican engineering students, which may affect generalizability. Emphasizing European and global frameworks may also limit applicability to other contexts. Broader, comparative studies are recommended.
The findings offer practical guidance for embedding global competence and sustainability in engineering curricula, informing course design, accreditation and institutional policy.
This research promotes the formation of socially responsible engineers capable of addressing global challenges through inclusive, ethical and sustainable solutions.
This study presents an original synthesis of global citizenship education (GCE) within engineering by integrating sustainability goals, work-based learning and competency frameworks. It connects conceptual models with applied practices, offering fresh insights into developing globally competent engineers.
