In this presentation, the centrality of psychological literacy, global citizenship, inclusive
leadership and especially cultural responsiveness to the development and content of the
ICUP Model are described. Psychological literacy is the intentional application of
psychology knowledge, skills and values to achieve personal, work and community
(local to global) goals; the integration and application of foundational psychology
competences within an undergraduate program should lead to psychologically literate
graduates. Cultural responsiveness involves adopting an ongoing reflexive approach to
understanding and addressing the psychological needs and well-being of diverse
peoples, including by actively seeking knowledge about a cultural group's histories,
traditions, customs, belief systems, languages, connection to land and geographies,
determinants of health, systemic influences, and unique lived experiences, strengths and
challenges. Global citizenship involves the understanding of global interrelatedness, and
the capacity to live, work and contribute positively as a member of global communities.
Inclusive leadership is a "set of positive leader behaviors that facilitate group members
perceiving belongingness in the work group while maintaining their uniqueness within
the group as they fully contribute to group processes and outcomes" (Randel et al.,
2018). By way of illustration, we detail how cultural responsiveness: (a) was integrated
into the processes of the ICUPO project, (b) became a critical focus of development for
the ICUPO Committee members, and (c) became a core part of the ICUP Model itself.
We give recommendations for educational leaders contemplating similar projects.