This study aims to analyze the structural relationships among character, interpersonal skills, sense of community, and global citizenship competence of Chinese university students, and to clarify the impact of these variables on global citizenship competence. Specifically, the study examines whether interpersonal skills and sense of community mediate the relationship between character and global citizenship competence. To achieve this, a survey was conducted among 1,190 Chinese university students, and the collected data were analyzed using Structural Equation Modeling (SEM). The results confirmed positive correlations among character, interpersonal skills, sense of community, and global citizenship competence as perceived by Chinese university students. The structural model analysis revealed that character had a significant positive effect on interpersonal skills (path coefficient .731), sense of community (path coefficient .600), and global citizenship competence (path coefficient .299). Additionally, interpersonal skills positively affected sense of community (path coefficient .265) and global citizenship competence (path coefficient .302). Mediation analysis further confirmed that interpersonal skills and sense of community played important mediating roles in the relationship between character and global citizenship competence, with a significant double mediation effect. This study highlights the necessity of educational approaches aimed at fostering global citizenship competence through the enhancement of character education, interpersonal skills, and sense of community, suggesting the need for improvement in university curricula to reflect these findings. This study reveals a significant relationship between humanity, interpersonal skills, community consciousness, and global citizenship abilities among Chinese university students, highlighting the crucial role of humanity in fostering global citizenship within a globalized society. The findings indicate that enhancing students' interpersonal skills and community consciousness greatly strengthens their global citizenship abilities, underlining the importance of humanity education. Consequently, this study recommends that Chinese universities reinforce curricula focused on these variables to cultivate essential qualities and competencies for global citizenship.

本研究旨在分析中国大学生的人性、人际交往能力、共同体意识和全球公民能力之间的结构性关系，并探讨这些变量对全球公民能力的影响。特别是研究了人际交往能力和共同体意识在人性与全球公民能力关系中的中介作用。为此，研究以1,190名中国大学生为对象进行了问卷调查，并基于收集的数据，使用结构方程模型(SEM)进行分析。研究结果表明，中国大学生所认知的人性、人际交往能力、共同体意识和全球公民能力之间存在正相关关系。结构模型分析显示，人性对人际交往能力(路径系数.731)、共同体意识(路径系数.600)和全球公民能力(路径系数.299)具有显著的正向影响；人际交往能力对共同体意识(路径系数.265)和全球公民能力(路径系数.302)也产生了积极的影响。中介效应分析同样表明，人际交往能力和共同体意识在人性与全球公民能力的关系中起到了重要的中介作用，双重中介效应也具有显著性。本研究强调了通过人性教育、人际交往能力和共同体意识的提升来培养全球公民能力的教育方法的必要性，呼吁改善大学课程以反映这一需求。本研究揭示了中国大学生人性、人际交往能力、共同体意识与全球公民能力之间的密切关系，进一步强调了人性在全球化社会中促进全球公民能力培养的重要性。研究表明，升大学生的人际交往能力和共同体意识将显著增强其全球公民能力，突显了人性教育的重要作用。因此，本研究建议中国大学应加强相关教育课程，以培养全球公民所需的关键素质与能力。