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A research model was developed and tested using structural equation modelling (SEM) with survey data from 441 prospective teachers. Findings show social justice significantly predicts cultural intelligence and cultural intelligence significantly predicts global citizenship. Direct effects from social justice to global citizenship were not significant, but an indirect mediation effect through cultural intelligence was significant. 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A research model was developed and tested by employing a structural equation modelling (SEM) approach based on data collected from 441 prospective teachers. The results indicated that social justice has a signicant direct effect on cultural intelligence, which has a significant direct effect on global citizenship. However, the results indicated that social justice does not have a significant direct effect on global citizenship, whereas social justice has a significant indirect effect on global citizenship through cultural intelligence. The implications of the findings for practice and research were discussed.  \nKeywords: cultural intelligence; global citizenship; social justice; mediation analysis  \nIntroduction  \nToday, the widespread use of the internet and the ease of communication eliminate time and space restrictions. Therefore, the world is becoming smaller, and people are getting closer. Cultural interactions among people and communities are increasing day by day. As a result of globalization, the concepts of citizenship and identity go beyond the borders of countries and have started to be discussed once again (Schattle & Plate, 2020). The meaning attributed to the concept of citizenship has shifted from a local scale to a global context. As a result, a need has emerged for individuals who understand the globalizing world and participate in this inevitable process (Katzarska-Miller et al., 2012) . Thereby, individuals with characteristics of global citizenship are expected to value and respect cultural diversity, advocate social justice, and strive to make the world a fairer and more sustainable place (OXFAM, 2015). While global citizenship requires respect and tolerance of cultural diversity as a responsibility, it also includes a perception of social justice and sustainability (Reysen & Katzarska-Miller, 2013a). According to Kan (2009), individuals who adopt global citizenship believe in the importance of social justice, which aims to leave an equal and sustainable world for future generations. On the other hand, global citizenship also includes accepting cultural diversity and having intercultural communication skills. Understanding the cultural norms and expectations of others, and effectively communicating and collaborating with others, are considered to be an important dimension of global citizenship (Deardorff, 2006) . In this sense, individuals are expected to be able to approach cultural differences tolerantly and adjust their behaviors according to cultural diversities. Hence, individuals  \nneed a high level of cultural intelligence to communicate effectively with others from different cultures based on trust (Rockstuhl et al., 2011) . Without this, the ethnocentric perspectives and prejudices of individuals with low cultural intelligence may hinder appropriate understanding of other cultures (Sivasubramanian, 2016) . Accordingly, it is supposed that there will be a strong relationship between cultural intelligence, social justice, and global citizenship.  \nTeachers may play a key role in raising cultural intelligence among people. In this context, it is argued that teachers with high cultural intelligence will advocate social justice and have a vision of global citizenship. Thereby, they will better prepare their students for the future (Tarozzi & Mallon, 2019; Karatas, 2020). Educational institutions should therefore provide prospective teachers with the opportunity to acquire the knowledge and skills related to global citizenship and improve their sense of social justice, as well as raising their levels of cultural intelligence.  \nThis s","cbCaioMXIkNPqUHw","https://ap.wps.com/l/cbCaioMXIkNPqUHw","pdf",495288,15,"English","# Abstract\n# Introduction\n# Literature Review\n## Global Citizenship","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To investigate the relationship between prospective teachers’ social justice and global citizenship and to test whether cultural intelligence mediates this relationship.\"},{\"question\":\"How was the mediation tested in the research?\",\"answer\":\"The study developed a research model and evaluated it using structural equation modelling (SEM) based on data from 441 prospective teachers.\"},{\"question\":\"What did the results show about direct and indirect effects?\",\"answer\":\"Social justice had significant direct effects on cultural intelligence and cultural intelligence had significant direct effects on global citizenship. Social justice did not show a significant direct effect on global citizenship, but it had a significant indirect effect through cultural intelligence.\"}]","The Mediating Role of Cultural Intelligence in the Relationship between Social Justice and Global Citizenship | PDF",1792090251,38]