This study examines the academic concept of pop cosmopolitanism—an interest in global popular culture that leads to start of a global perspective and provides an escape route out of the parochialism of local community/culture—as posited by Henry Jenkins in its lived, experienced context. The online English-speaking overseas fandom of the Japanese male pop idol talent agency, Johnny & Associates, framed as a community of pop cosmopolitans, serves a case study to evaluate this concept. These global fans demonstrate through their engagement with and investment in a form of Japanese popular culture that they are able to obtain a competency in Japanese culture that would have not otherwise been available to them. The obtainment of this cultural competency is driven by the personal notion of fandom, with emotional affect and identification between the fan and the fan object at its core, and access to new media technologies such as the Internet. However, it is noted that Jenkins's original definition of pop cosmopolitanism does not account completely for the complexity of the lived experience and a distinction of local pop cosmopolitanism and comprehensive pop cosmopolitanism is necessary. Furthermore, the pop cosmopolitans studied discount the idea of escape embedded into Jenkins's definition and instead emphasize the positive influence of their pop cosmopolitanism on their own (fandom) identity construction.

This thesis investigates Swedish people’s experiences following the FIFA World Cup 2022 in Qatar from a globality, cosmopolitanism, and cosmopolitanization perspective. The 2022 World Cup was controversial due to allegations of human rights violations in preparations for the Cup in Qatar as well as allegations of corruption within the FIFA organization. As a result, this thesis investigates how Swedish people's experiences may have been affected. This research seeks a link between a potential global mindset originating from globalization and the experiences of Swedish people following the Cup. Theories of globality, cosmopolitanism, and cosmopolitanization are all used to explore this. This thesis uses data from semi-structured interviews. Based on the data, this thesis concludes that awareness of human rights does affect Swedish people following the World Cup and that the media plays the most significant role in raising consciousness. Also, this thesis concludes that globality, cosmopolitanism, and cosmopolitanization may all be related to respondents' experiences or future visions of the Cup.

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Since culturally diverse people need to collaborate in the 21st century, Higher Education adopted global citizenship education (GCE) to promote a cosmopolitan mindset. Learners in the digital era can use various modes of communication, exerting individual agency so that learners can construct global minds through their communication experiences. Blended learning based on learner-centered knowledge construction may provide extended spaces where learners can shape a personally trusted and collectively consensual vision of the global mind. A qualitative evaluation case study explored learners' perception shifts regarding autonomous identity formations and confidence-trust-building in a blended course under GCE. Due to the Covid-19 pandemic, semi-structured in-depth online interviews and document analyses on the archive data were adopted to triangulate learners' perceptions and instructors' observations. Findings showed that individuals could shape their global citizen identities through a performative loop of reflection and interaction provided via a blended format. The participants' comfort zone levels influenced different identity formation paths. However, their goals, in the end, were aligned under the idea of engaging in local community activities through lifelong commitment. Intrapersonal and interactional forms of communication solidified self-confidence and collective trust through synergically linked blended learning activities. Overall, global citizen identities have gradually evolved while self-confidence and trust in others have gradually increased through different communication steps. The significance of the study lies in reinforcing the results of prior research about performativity-oriented GCE through a community of people practicing in blended learning environments. Members' hands-on activities while building self-confidence and collective trust through communication helped them shape their collective identity. In these processes, individuals' intrapersonal communication seemed to play an insightful role in effectively connecting reflective and interactive activities. Enhanced credibility by replicating this GCE model in future studies will ensure various organizations and institutions adopt it to shape their members' global visions and build group cohesion.

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