Relevant bibliographies by topics / Global Citizenship Education (GCE)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Global Citizenship Education (GCE)'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Global Citizenship Education (GCE)"

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Hwang, Hyunkyung. "Sustainability, Agency Empowerment, Neoliberalism in Global Citizenship Education." Criticism and Theory Society of Korea 29, no. 2 (2024): 187–223. http://dx.doi.org/10.19116/theory.2024.29.2.187.

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This paper explores the impact of evolving sustainability discourse and its integration into Global Citizenship Education (GCE) since 2015 on the formation of neoliberal subjectivity. While the post-2015 sustainability discourse and GCE model aim to systematize GCE approaches and empower individuals as change-makers, they consequently reinforce the neoliberal principles of self-governance and economic rationalization. Utilizing Michel Foucault’s theories on neoliberalism and neoliberal subject formation, this study examines how the post-2015 GCE model’s emphasis on standardization, measurement
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de Vries, Maayke. "Enacting Critical Citizenship: An Intersectional Approach to Global Citizenship Education." Societies 10, no. 4 (2020): 91. http://dx.doi.org/10.3390/soc10040091.

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Global citizenship is a popular concept that was fully embraced by UNESCO in 2015 with a framework for Global Citizenship Education (GCE). This pedagogical guidance can be characterized as transformative since it aims to foster reflective citizens who contribute to building a more inclusive, just, and peaceful world. Thus, GCE allows educators to take a critical approach to their teaching, hereby articulating a clear social justice orientation towards citizenship education. However, recent studies indicate that most interpretations and thus implementations of GCE do not translate into a social
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Palmer, Nicholas. "Emergent constellations: Global citizenship education and outrospective fluency." Journal of Research in International Education 17, no. 2 (2018): 134–47. http://dx.doi.org/10.1177/1475240918793963.

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Global citizenship education (GCE) is an essential element of twenty-first-century teaching and learning. For some, GCE signifies an attitude of cosmopolitan purpose, placing humanity ahead of self. For others, GCE embodies a fractured sense of both learner and educator identity. For a third group, GCE is a critical interrogation of pervasive norms. How schools practise GCE, despite globalised rhetoric, poses challenges for educators and students alike. In this article, research is presented from an ongoing study into the activation of GCE in a single international school. The conceptualisatio
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Kwon, Kyung-sook, In-ae Hwang, and Seung-suk Lee. "A study on the Experience and Recognition of Early Childhood Teachers in the Graduate School of Education in Global Citizenship Education." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (2024): 149–66. http://dx.doi.org/10.22251/jlcci.2024.24.8.149.

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Objectives This study is about how the recognition of early childhood teachers enrolled in the graduate schools of education has changed throughout global citizenship education(GCE) classes and to explore GCE experience in teacher community activities. Methods For this study, ‘A seminar to empowerment early childhood educations’ Global Citizenship Education’ had opened for 15 weeks in the first semester of 2022. This seminar was targeting 24 early childhood teachers who are studying S University graduate school of education, which is in the metropolitan area. All the data had been collected an
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Drerup, Johannes. "Global Citizenship Education, Global Educational Injustice and the Postcolonial Critique." Global Justice : Theory Practice Rhetoric 12, no. 01 (2020): 27–54. http://dx.doi.org/10.21248/gjn.12.01.230.

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This contribution develops a defence of a universalist conception of Global Citizenship Education (GCE) against three prominent critiques, which are, among others, put forward by postcolonial scholars. The first critique argues that GCE is essentially a project of globally minded elites and therefore expressive both of global educational injustices and of the values and lifestyles of a particular class or milieu. The second critique assumes that GCE is based on genuinely ‘Western values’ (e.g., in the form of a conception of human rights or conceptions of rationality or the self), which are ne
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Waghid, Yusef, and Joseph Pardon Hungwe. "‘Globalizing’ ubuntu for global citizenship education: A decolonial perspective." Citizenship Teaching & Learning 18, no. 2 (2023): 215–27. http://dx.doi.org/10.1386/ctl_00121_1.

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One of the authentic and relevant critiques of global citizenship education (GCE) is that its key concepts are dominantly underpinned by western ideals, values and norms. Seemingly, the current framing of GCE gives marginal recognition to cultural situatedness and perspectives from the non-western world, particularly Africa. Consequently, GCE is perceived to be an elitist movement whose overt objective is to entrench western-centric epistemological hegemony. Deploying decolonization of higher as a theoretical framework, we advance ubuntu as an expansion of GCE. Ubuntu features of human interde
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Parejo, José Luis, Benedicta A. Lomotey, Miquel Reynés-Ramon, and María O. Cortón-Heras. "Professional development perspectives on Global Citizenship Education in Ghana." Educational research 64, no. 4 (2024): 407–23. https://doi.org/10.1080/00131881.2022.2135120.

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Background: Increasingly incorporated into curricula worldwide, Global Citizenship Education (GCE) is a complex and evolving area of education. As the significance of GCE in the classroom grows, so does the need for insight into professional development for GCE educators. Given that many approaches to GCE have typically stemmed from ‘global North’ contexts, it is particularly important to research this area from ‘global South’ perspectives. This paper contributes by reporting on a study conducted in an initial teacher education se
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Saddiqa, Tahira, Muhammad Nadeem Anwar, and Asma Khizar. "Global Citizenship Education in Pakistan: Awareness, Attitude and Challenges." Global Educational Studies Review V, no. III (2020): 315–26. http://dx.doi.org/10.31703/gesr.2020(v-iii).31.

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This study was attempted to analyze teacher's awareness, attitude and challenges in implementing Global Citizenship Education in Pakistan. A questionnaire was constructed and filled by teachers of ten public sector universities of Punjab. Perceptions of two hundred and thirty-five teachers were analyzed using descriptive statistics. The findings were highlighting that teachers showed a low level of awareness towards global citizenship education; however positive attitude towards global citizenship education was counted. Implementation of GCE is essential in order to prepare a civilized generat
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Hou, Yuqing. "Comparative Global Citizenship Education: A Critical Literature Analysis." Beijing International Review of Education 2, no. 4 (2020): 537–52. http://dx.doi.org/10.1163/25902539-02040008.

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Abstract Over the past two decades, a wide range of research literature emerged in the field of Comparative and International Education (cie) engaging in comparing Global Citizenship Education between nations. However, there is scant analysis that explores the research trends and findings in those comparative inquiries focusing on the theorizing and implementation of gce in different national contexts. Through a systematic review of 12 research papers drawing from major cie journals and relevant databases, the current inquiry will assist the international community of cie in understanding the
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Harahap, Rodiah, Panggih Nur Adi, Aina Nurdiyanti, and Siti Zahara Saragih. "Analysis of Global Citizenship Education (GCE): Challenges and Opportunities of Realizing Global Citizenship Education." JED (Jurnal Etika Demokrasi) 9, no. 1 (2024): 58–69. https://doi.org/10.26618/jed.v9i1.14197.

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One of the main problems in this research is the increasingly fierce competition in various fields. In order to compete and develop, knowledge and skills are needed that are in line with global demands. Citizenship education focuses on the era of globalization and global citizenship. This is due to the fact that societies around the world are interconnected, and citizenship education requires a deeper understanding of global citizenship. Global Citizenship Education (GCE), which combines elements of education and global citizenship, has become an important topic in educational literature. This
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Dissertations / Theses on the topic "Global Citizenship Education (GCE)"

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Martin, Tania Josephine. "Protest music, society and social change." Doctoral thesis, Universidad de Alicante, 2018. http://hdl.handle.net/10045/98012.

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Desde los años 1990 (Curtis, Ward, Sharp, & Hankin, 2013), con el desarrollo de un mundo cada vez más globalizado e individualista, diferentes estudios (Andreotti, 2014; Brown, 2017; Byram, 2014b; Guilherme, 2002, 2007; Hoskins, 2006; Hoskins & Crick, 2010; Osler & Starkey, 2015; Shultz, 2007; VanderDussen Toukan, 2017) han mostrado la necesidad de desarrollar políticas educativas que impliquen una forma de aprendizaje donde los estudiantes sean capaces de desarrollar proyectos y competencias cívicas que aborden temas referidos a cuestiones sociales, económicas o ambientales, entre otras. Este
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Briks, Hilda. "Global citizenship and higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27608.pdf.

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Jacobsen, Carey Mae. "Globalization, Global Citizenship, and Catholic Education." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104047.

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According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Because Catholic school systems are "among the largest and most significant" religious educational institutions (Marshall, 2018, p.185), Catholic educational leaders should be part of a dialogue to improve the quality of education. Furthermore, it is vital that these dialogues address phenomena impacting the quality of 21st century education. Among critical phenomena impacting 21st century education is globalization (Darling-Hammond, 2010; Friedman, 2005;
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Harley-McClaskey, Deborah K., and S. Cockerham. "Educating for Global Citizenship." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4072.

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Karsgaard, Carrie Anne. "Literary study for critical global citizenship education." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54545.

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This thesis examines the role of literary studies in critical global citizenship education (GCE) within a Canadian high school context. Grounded in recent educational literature, which argues for more critical approaches of GCE (Andreotti 2006; Andreotti et al. 2010; Marshall 2009; Pashby 2011; Pike 2008; Richardson 2008; Schultz 2007; Tallon 2012; Taylor 2011), I will explore how to implement critical GCE within the concrete lessons and practices of English literature classrooms. Drawing primarily on Stone-Mediatore’s literary theory of reading for enlarged thought, I will propose a new frame
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Shiel, C. "Developing global perspectives : global citizenship and sustainable development within higher education." Thesis, Bournemouth University, 2013. http://eprints.bournemouth.ac.uk/21122/.

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This volume and supporting papers constitute the submission for the award of a PhD research degree, by publication. Sixteen works completed by the author spanning ten years have been included for consideration. All the papers relate to a sustained endeavour to enhance higher education practice by exploring the salience of global perspectives, global citizenship and sustainable development, starting at the level of curriculum and pedagogy, escalating to encompass the development of an institutional-wide model and the concept of the ‘Global University’ and then extending to address university le
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Guzman, Gloria. "American Students' Perspectives on Global Citizenship." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976886.

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<p> This qualitative study examined the perspectives of American students, focusing on the factors and characteristics that frame an individual as a global citizen. The study focused on nine American students who were enrolled in a California State University. This population of students brought knowledge of their personal perspectives and experiences, pertaining to their own ideals of global citizenship, as well as to how they believed it was integrated in their educational experience. Key themes from the participants included: the importance of a period of self-realization, individual effect
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Oikarinen, K. (Kaisa). "Global citizenship in the testimonials of Westerners volunteering in the global South." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201312051978.

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The research at hand analyses the concept of global citizenship in the context of Westerners volunteering in the global South. Volunteering in the global South is becoming more and more popular, a growing number of organisations providing volunteering programmes. The volunteers from the global North can be seen to act in the framework of global citizenship, extending their ethical responsibilities from local to global. This research critically analyses the discourses produced in the testimonials volunteers have written of their experience. The research problem is two-fold. Firstly, how do the
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Stead, Katerina Bokova. "Education for global citizenship : an intercultural and cosmopolitan perspective." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/803.

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In response to the changes brought about by globalization, colleges and universities around the \Vorld are increasingly developing and expanding the 4 internationalization programs on their campuses. One important aspect of these programs that is often highlighted by institutions in their mission statements is the development of global citizenship among graduates. However, despite the rhetorical claims and apparent intemationalization activity aimed at producing global citizens, many recent reports suggest that most institutions in North America and elsewhere have not been successful in this g
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Sherman, Paul. "The emergent global citizen : cultivating global citizenship identity and engagement within Soka education." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/86995/.

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Current discourse on internationalization within the higher education sector has been largely fueled by pressures on colleges and universities to better prepare students for the effects of globalization. Higher education has increasingly begun to realize the importance of engaging students in global citizenship curricula to be more globally informed, prepared, responsible, and competent. This thesis presents a case study of Soka education’s philosophical and pedagogical approach to global citizenship education by examining the policies and practices of its university setting, Soka University J
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Books on the topic "Global Citizenship Education (GCE)"

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Gaudelli, William. Global Citizenship Education. Routledge, 2016. http://dx.doi.org/10.4324/9781315683492.

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Akkari, Abdeljalil, and Kathrine Maleq, eds. Global Citizenship Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44617-8.

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Abdi, Ali A., Lynette Shultz, and Thashika Pillay, eds. Decolonizing Global Citizenship Education. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-277-6.

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Robinson, Petra A., Kamala V. Williams, and Maja Stojanović. Global Citizenship for Adult Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003050421.

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Sharma, Namrata. Value-Creating Global Citizenship Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78244-7.

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Jing, Hongtao. Developing Global Awareness for Global Citizenship Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-4179-7.

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Lütge, Christiane, Thorsten Merse, and Petra Rauschert. Global Citizenship in Foreign Language Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003183839.

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Peterson, Andrew. Global Citizenship Education in Australian Schools. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56603-6.

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Bellagio Citizenship Education and Diversity Conference (2002 Bellagio, Italy). Diversity and citizenship education: Global perspectives. Edited by Banks James A. Jossey-Bass, 2004.

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Golden, Brighid. Critical Thinking for Global Citizenship Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-89642-2.

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Book chapters on the topic "Global Citizenship Education (GCE)"

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Golden, Brighid. "Critical Global Learning: Learning to Unlearn." In Palgrave Studies in Global Citizenship Education and Democracy. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-89642-2_1.

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Abstract This book focuses on sharing the outcomesof a research study which took place within the nexus between the fields of critical thinking and global citizenship education (GCE) (Golden, 2022). While there are significant overlaps between critical thinking and GCE, I found a gap in research that connects this intersection with the implications for higher education (HE). This chapter will focus on conceptualising critical global learning, which I propose as the intersection between critical thinking and global citizenship education (GCE). In doing so, this chapter will explore, and comment
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Golden, Brighid. "Critiquing Critical Thinking." In Palgrave Studies in Global Citizenship Education and Democracy. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-89642-2_2.

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Abstract This chapter will offer a perspective on critical thinking not often acknowledged. There is ample theory and research which hails critical thinking as a core twenty-first-century skill, an essential objective of higher education, and an ultimate goal of global citizenship education (GCE). However, rarely, within a field that values criticality, and thus questioning concepts presented as definitive is critical thinking itself critiqued. We are used to considering critical thinking as a universal good, and it is repeatedly listed as an outcome of education, but this chapter offers an op
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Raveendran, Ashita. "Improving Quality of Life through Global Citizenship Education (GCED)." In Quality of Life. CRC Press, 2021. http://dx.doi.org/10.1201/9781003009139-5.

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Grünberg, Claudia, and Klaus-Christian Zehbe. "World Heritage Education and the Next 50 Years of the Convention: Current Pitfalls and Future Potentials of World Heritage Education." In 50 Years World Heritage Convention: Shared Responsibility – Conflict & Reconciliation. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05660-4_36.

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AbstractSince its adoption in 1972, the World Heritage Convention has proven to be a remarkable global success story. Despite educational programmes being anchored from the outset in the World Heritage Convention (1972, Art. 27), UNESCO’s own 1994 World Heritage Education Programme (WHEP) has not been as successful as the World Heritage Convention itself. WHEP’s lack of grounding in educational theory, practical implementation and links to current educational debates cast serious doubts on the programme’s relevance for the next 50 years of the World Heritage Convention, potentially even threat
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Rajendran, Diana, Janet Bryant, Patricia Buckley, and Ryan Jopp. "Global Citizenship." In Internationalizing Higher Education. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-980-7_7.

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Heggart, Keith. "Global Citizenship Education." In An Introduction to Civics and Citizenship Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-5134-1_6.

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Grobbauer, Heidi, and Mary Whalen. "Global Citizenship Education." In Handbook Transdisciplinary Learning. transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839463475-018.

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Wiksten, Susan. "Global Citizenship Education." In Exploring the Complexities in Global Citizenship Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315180397-7.

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Hanna, Helen. "Global citizenship education." In Soft Skills and Hard Values. Routledge, 2022. http://dx.doi.org/10.4324/9781003219415-7.

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Akkari, Abdeljalil, and Myriam Radhouane. "Global Citizenship Education." In Intercultural Approaches to Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2_12.

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AbstractThe school has an indisputable role in the preparation of future generations for the exercise of citizenship. This responsibility goes well beyond the traditional national frameworks of civic instruction or education for citizenship. On the one hand, various threats which trouble our planet (ecological, economic, extremist, etc.), without precedent for some peoples and renewed for others, require that education should tackle the interdependencies and cohesions bringing all peoples and countries of the world together.
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Conference papers on the topic "Global Citizenship Education (GCE)"

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Matsumoto, Kahoko, Toshihiko Takeuchi, Yuuki Kato, and Shogo Kato. "CHALLENGES IN MEASURING GLOBAL CITIZENSHIP SKILLS BY LANGUAGE-BASED TESTS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0580.

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Michel, Fady, Dina El Dahish, and Hania Hindy. "DECODING FUTURE SKILLS: A COMPETENCY FRAMEWORK FOR FUTURE OF WORK AND GLOBAL CITIZENSHIP." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1523.

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Arragon, Caroline, Dik Bol, Hiram Bollaert, et al. "GAMES FOR INNOVATIVE GLOBAL CITIZENSHIP EDUCATION FOR THE SUSTAINABLE DEVELOPMENT GOALS: AN EVALUATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1900.

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Sandholm-Bark, Julianna. "REDEFINING LIBERAL ARTS EDUCATION FOR A VUCA WORLD: THE CASE OF WEBSTER UNIVERSITY’S GLOBAL CITIZENSHIP PROGRAM." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0657.

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Steinbock, Jeanine, and Maria Eisenmann. "Global Citizenship Education in Social Virtual Reality for Future English Teachers." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17165.

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This paper explores the potential of Social Virtual Reality (SVR) for Global Citizenship Education (GCE) as a transformative approach to English teacher training and EFL teaching. Given the increasing interconnected nature of our world, this paper investigates how SVR can enhance the development of global competences and cultural awareness in pre-service English teacher training. By immersing learners in cross-cultural experiences and collaborative learning environments, SVR offers a unique pedagogical opportunity to foster global citizenship competences such as openness and curiosity to parti
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Tuga, Bert. "COMPARING GLOBAL CITIZENSHIP EDUCATION PEDAGOGIES IN SOUTHEAST ASIA: TOWARDS THE DEVELOPMENT OF A MODEL OF GCE INTEGRATION IN TEACHER EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0030.

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El Massoudi, Nezha. "Global Citizenship Education (GCED) in The Digital Era: The Unexpected Tool for Peacebuilding. How 21st Century Fluencies Can Shape Sustainable Global Peace?" In 8th Peace and Conflict Resolution Conference [PCRC2021]. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/pcrc.2021.006.

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Abstract If education is unanimously recognized as a powerful and impactful tool for social advancement, its use in global affairs as a major component has not yet been fully acknowledged. The current world state, with multiplying challenges amidst a global crisis - caused by the fallouts of an unmanageable pandemic - exposed the limits of multilateralism, undermining international cohesion already struggling over geopolitical rivalries and bursting territorial conflicts. Growing gaps between citizens and governing bodies are threatening the very essence of democracy, the quintessence of peopl
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Bayotas, Mao Tze. "Shifting from global maritime professional to global maritime citizen." In Maritime Transport Conference. Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2024. http://dx.doi.org/10.5821/mt.13183.

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The evolution of maritime education and framework started with the foundation framework established by the International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers (STCW), which focuses primarily on the technical competence of seafarers. Then, the International Association of Maritime Universities (IAMU) built on the STCW Code framework, producing the Global Maritime Professional Body of Knowledge (GMP BoK) in 2019 with the mission of producing a holistic and resilient education for seafarers in the new age of the maritime industry. This study was develo
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Wiksten, Susan. "Global Citizenship Education for Global Learning." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1432737.

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Yamamoto, Kazumi, and Tomoko Takahashi. "Altruism as a Manifestation of Global Citizenship: Global Citizenship Education in the Age of COVID-19." In –The Asian Conference on Education & International Development 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-101x.2024.13.

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Reports on the topic "Global Citizenship Education (GCE)"

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Parker, Rachel, Amy Berry, Payal Goundar, and Karena Menzie-Ballantyne. ACER-APCEIU Global Citizenship Education Monitoring Toolkit: For teachers, schools, and system leaders. Australian Council for Educational Research and Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO, 2024. http://dx.doi.org/10.37517/978-1-74286-773-1.

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At a time of escalating global unrest and insecurity, together with increasing global interdependence, interest in Global citizenship education (GCED) as a transformative pedagogy for peace, human rights, and sustainable development, has never been greater. Educators, school leaders and policy makers can play an important role in supporting young people to gain the knowledge and skills needed to engage with the global issues of our time, which are frequently described as volatile, uncertain, complex and ambiguous (Berinato, 2014). The APCEIU-ACER GCED Monitoring Toolkit was developed to assist
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Parker, Rachel, Jennie Chainey, Payal Goundar, et al. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-718-2.

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Substantive work has been undertaken to define and frame global citizenship education (GCED). Global citizenship and related terms are included in the curricula and policy statements of many diverse nations around the world, however, the education sector often struggles to enact and monitor GCED in ways that reflect the changing conditions of students and schools. This study responds to an identified need for enhanced tools and resources for schools and systems to monitor and evaluate GCED, in accordance with United Nations (UN) Sustainable Development Goal (SDG) 4.7. This need is particularly
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Parker, Rachel, Jennie Chainey, Payal Goundar, et al. Summary report. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research; Asia-Pacific Centre of Education for International Understanding (APCEIU), 2023. http://dx.doi.org/10.37517/978-1-74286-721-2.

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The relationship between global citizenship and education quality was established almost a decade ago, when it was described as a target under United Nations Sustainable Development Goal (SDG) 4.7 – to ‘ensure all learners acquire knowledge and skills needed to promote sustainable development.’ Despite efforts to define and frame global citizenship education (GCED), systems continue to grapple with understanding, enacting, and measuring it in ways that reflect changing local and global conditions for students, teachers and schools. This study responds to an identified need for tools and resour
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Parker, Rachel, Payal Goundar, and Karena Menzie-Ballantyne. Being and becoming global citizens: Measuring progress toward SDG 4.7. Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Phase II Report, Lao PDR. Australian Council for Educational Research and Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO, 2024. http://dx.doi.org/10.37517/978-1-74286-774-8.

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This report presents the Phase II findings of a collaborative study by APCEIU and ACER which aims to expand efforts to monitor Sustainable Development Goal (SDG) 4.7 by addressing critical evidence gaps regarding country participation and educational settings. Phase I of this study included three countries in the Asia-Pacific region (Australia, Philippines and South Korea) and targeted primary school settings. Phase I answered research questions about the enabling conditions that support effective global citizenship education (GCED); how these conditions can inform instrument development to me
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Savater, Fernando. Education and Citizenship in the Global Era. Inter-American Development Bank, 2003. http://dx.doi.org/10.18235/0007949.

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Valdivia-Vizarreta, Paloma, and Johana Evelyn Montalvan Castilla. Flexibility and Playful Learning as Strategies for a Transformative Pedagogy in Higher Education. University of Stavanger, 2024. http://dx.doi.org/10.31265/usps.295.

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This essay explores how flexibility and playful learning address the current challenges in higher education, aligned with the principles of transformative pedagogy. This pedagogical approach views the university as an inclusive and adaptable space, where teaching aligns with students’ realities and needs, promoting accessibility, engagement, and holistic development. Flexibility enables students to manage their learning in a personalised manner, adapting to their individual paces, schedules, and environments (whether in-person or virtual), fostering autonomy and a better balance between person
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Tek, Muytieng, Sorsesekha Nok, and Phal Chea. Faculty Engagement in Cambodian Higher Education Internationalisation. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.135.202212.

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Internationalisation is known to contribute to higher education development, particularly through the integration of international, inter-cultural or global dimensions into the purpose, functions, or delivery of higher education institutions (Knight 2004). Within this inter-connected world, higher education institutions are pressured to produce quality human resources with global citizenship characteristics. Students have benefited greatly from this process as they can have access to international/regional standards of education services and the opportunity to be exposed to other countries, pe
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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.

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The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and poten
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