national standards for psychological literacy and global citizenship

Executive Summary
The primary aim of this Fellowship was to engage stakeholders in
psychology education in a review of the aims of the
undergraduate (UG) degree program, and subsequently the
expected learning outcomes and curriculum content. There has
been unprecedented national and international change in
psychology education and training, as well as higher education
(HE) more generally. The key issues are: (a) large numbers of
graduates of psychology major programs in Australia do not go on
to further professional training in psychology, and (b) there is an
increasingly recognised need for professionals and citizens with
high levels of psychological literacy and global citizenship.
This Fellowship built on the outcomes of Cranney’s previous ALTC Associate Fellowship, in
particular the delineation of six graduate attributes (GAs) for the Australian UG psychology
program (knowledge, research, critical thinking, values, communication, application). The
current initiative undertook further scholarly development of the concepts of psychological
literacy and global citizenship, as well as the identification and implementation of strategies
for translating these concepts into practice within the classroom. Psychological literacy can
be conceptualised as the general capacity to adaptively and intentionally apply psychology
to meet personal, professional and societal needs. Global citizenship is the understanding of
global interrelatedness, and the capacity to live, work and contribute positively as a member
of global communities. These concepts were central to developing the pedagogy underlying
the creation and revision of the standards for psychological literacy and global citizenship.
This work was undertaken within the context of (a) building, supporting and collaborating
with networks of students, graduates, employers, and educators (national, international and
transdisciplinary), as well as (b) contributing and responding to peak national disciplinary
and professional bodies. Specifically, the aims of this Fellowship were to:
1. Further develop academic standards for psychological literacy and global citizenship;
2. Further develop a forward-looking, responsible, and evidence-based pedagogy for
UG psychology, to guide curriculum renewal and the achievement of Aim 1;
3. Further develop networks of psychology educators and other stakeholders, to
facilitate input to and engagement with the academic standards and pedagogy aims
of this initiative;
4. Couch these activities in continued two-way interaction with relevant international
and interdisciplinary bodies.
These aims were largely met, and a comprehensive list of outcomes can be found in this
report, as well as at www.psychologicalliteracy.com. Key overall outcomes include:
1. Substantial contributions to national and international meetings/forums and
educator networks, with a focus on the operationalization, adoption and
implementation of psychological literacy, GAs, associated student learning outcomes
(SLOs), and Standards.
2. Further network-based development, revision and implementation of:
(a) psychological literacy as the primary outcome of UG education, (b) the GAs and
SLOs as the basis for standards (threshold learning outcomes [TLOs]) of accreditation
NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP
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