Both cosmopolitanism and ethnocentrism are positively associated with individual differences in global literacy

This study sought to investigate how cosmopolitanism and ethnocentrism can explain individual differences in global literacy. The study sample consisted of 730 participants (353 men and 377 women) ranging in age from 20 to 59 years (M =40.16, SD =10.78). After controlling for demographic variables, hierarchical regression analysis revealed that most subscales of cosmopolitanism, as well as a subscale of ethnocentrism were positively associated with global literacy. These findings challenge the view that a cosmopolitan orientation is superior, while an ethnocentric orientation is not conducive to fostering a global perspective. This study highlights the importance of valuing, maintaining, and identifying with one's own culture and values to obtain a global perspective. Our findings provide suggestions for fostering the development of personal characteristics that promote global literacy. Specifically, rather than focusing on resisting ethnocentrism, promoting global literacy can be achieved by advocating cosmopolitanism and encouraging the simultaneous existence of multiple cultural identifications at the local, national, and global levels