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We examine the influence of factual and perceived world knowledge on global citizenship identification. Perceived world knowledge directly predicted global citizenship identification, while factual world knowledge did not (Study 1). Students’ factual (Study 1) and perceived (Study 2) world knowledge predicted students’ normative environment (degree that valued others prescribe being a global citizen) and global awareness (perceived knowledge of the world and one’s connection to the world), which then predicted global citizenship identification, and identification with global citizens predicted endorsement of pro-social values and behaviours (e.g., intergroup empathy, valuing diversity). Overall, the results highlight the indirect influence of factual and direct influence of perceived world knowledge on students’ felt connection with global citizens. Stephen Reysen, Iva Katzarska-Miller, Shonda A. Gibson, and Braken Hobson 50 ■ International Journal of Development Education and Global Learning 5(1) 2013

World Knowledge and Global Citizenship: Factual and Perceived World Knowledge as Predictors of Global Citizenship Identification