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

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

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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Smith, Bryan, and Jia Ying Neoh. "Framing the global: Assessing the purpose of global citizenship education in primary geography." Citizenship Teaching & Learning 18, no. 3 (2023): 313–29. http://dx.doi.org/10.1386/ctl_00128_1.

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Global citizenship education (GCE) plays an important role in preparing citizens with the competencies to tackle existing and emerging challenges brought on by globalization. Yet, determining the desired purposes of GCE is contested as it is shaped by different perspectives on globalization, and conceptualized through different discourses in different contexts. This article uses Biesta’s three purposes of education – qualification, socialization and subjectification as a theoretical framework to examine the purposes that the K-6 geography curriculum in the Australian Curriculum serves in relat

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Choi, Jee Hae, So Young Jung, and Young Sun Lee. "Exploring the Perceptions and Experiences of Global Citizenship Education Through Special Education Teachers." Korea Association of Yeolin Education 31, no. 1 (2023): 61–90. http://dx.doi.org/10.18230/tjye.2023.31.1.61.

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The purpose of this study is to explore the perceptions and experiences of global citizenship education (GCE) through special education teachers who teach students with developmental disabilities to find ways to support them in the future. According to this research purpose, a focus group interview was conducted with 10 elementary and secondary special education teachers who had experience in teaching GCE to students with developmental disabilities. Interview data were analyzed using continuous post-transcription comparison method, and five major topics were derived: 1) How do special educatio

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Wang, Ziyi. "Global Citizenship and Global Political Instability Through the Lens of COVID-19." Lecture Notes in Education Psychology and Public Media 71, no. 1 (2024): 1–7. http://dx.doi.org/10.54254/2753-7048/71/2025lc0004.

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Abstract: The 21st century has been widely considered an era of globalization. Nevertheless, the outbreak of COVID-19 reveals that this ongoing interdependence not only brings opportunities for cooperation and common development but also global crises. In this turbulent world stricken by the pandemic, the significance of global citizenship, in which individuals identify themselves as citizens of the global village and collaboratively take actions to address global challenges, has been reiterated. This global citizenship awareness is expected to be developed through education so-called global c

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Swarts, Gabriel. "Re/coding Global Citizenship: How Information and Communication Technologies have Altered Humanity… and Created New Questions for Global Citizenship Education." Research in Social Sciences and Technology 5, no. 1 (2020): 70–85. http://dx.doi.org/10.46303/ressat.05.01.4.

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In the broadest sense, the concept of global citizenship education (GCE) includes many facets of a rapidly changing world and concepts in education. The information and communication technology (ICT) advances of the last few decades have created opportunities for educational connection and interaction through digital spaces at all levels, local and global. In linking technology with global citizenship, neither GCE nor ICTs can be assumed to be mutually progressive and/or mutually beneficial. In recent years, governments have moved to centralize ICT technologies exacting more control over their

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Freire Oliveira Piccin, Gabriela, and Kyria Rebeca Finardi. "Questioning Global Citizenship Education in the Internationalization Agenda." SFU Educational Review 12, no. 3 (2019): 73–89. http://dx.doi.org/10.21810/sfuer.v12i3.1015.

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The present paper provides a reflection on global citizenship education (GCE) in the internationalization agenda. With that aim, the internationalization of higher education (IHE) is discussed from a critical perspective, mainly informed by postcolonial and decolonial studies. More specifically, the paper addresses GCE issues related to criticisms that have been raised against it in terms of (1) its different educational approaches, (2) its cosmopolitan bias with its (3) ideological frame of the so-called “global citizen”. Some alternatives to mainstream approaches to GCE and IHE are offered i

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Patrick A. V. Roussel, Georges Kevin Ndongmo, and Nathalie Picard. "Global Citizenship Education in Curriculum Development: Perspectives from Asian Universities." International Journal of Studies in International Education 1, no. 1 (2024): 20–27. http://dx.doi.org/10.62951/ijsie.v1i1.108.

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This paper explores the integration of global citizenship education (GCE) in the curricula of select Asian universities. Through a survey of faculty members and curriculum developers, the study analyzes current GCE initiatives and identifies key factors that influence their implementation. Findings suggest that while GCE is increasingly valued, there are challenges related to funding, curriculum rigidity, and cultural relevance. The study proposes strategies for effectively embedding GCE in higher education curricula to cultivate global competencies in students.

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Bosio, Emiliano. "Global citizenship education as a reflexive dialogic pedagogy." Citizenship Teaching & Learning 18, no. 2 (2023): 177–94. http://dx.doi.org/10.1386/ctl_00119_1.

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This article examines how senior educators (n = 5) located in Japan perceive global citizenship education (GCE) as a reflexive dialogic pedagogy in the university undergraduate course ‘Dialogues on Global Citizenship Education’. Reflexive dialogue is a form of guided and interactive introspection by which educators encourage learners to speak about their needs and values as viewed interactively through the prism of the topics discussed with their peers. It encompasses educators supporting learners by encouraging them to critically examine the assumptions underlying their actions and the impact

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Choi, Jeehae, and Suk-Hyang Lee. "The Impact of Global Citizenship Education Programs on Global Citizenship, Problem-Solving Skills, and Social-Emotional Competencies in Adults with Developmental Disabilities." Korea Association of Yeolin Education 32, no. 3 (2024): 63–92. http://dx.doi.org/10.18230/tjye.2024.32.3.63.

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The purpose of this study was to develop a global citizenship education (GCE) programs for adults with developmental disabilities(DD) that considers the universality of GCE and the specificity of people with DD, apply it to adults with DD, investigate its effectiveness, and discuss the future direction of GCE for people with DD. For the purpose of this study, a GCE program for adults with DD was developed through five stages and applied to 9 adults with DD to investigate the effects on global citizenship awareness, problem-solving skills, and social-emotional competencies. The results of the s

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Gaudelli, William, and Elizabeth Heilman. "Reconceptualizing Geography as Democratic Global Citizenship Education." Teachers College Record: The Voice of Scholarship in Education 111, no. 11 (2009): 2647–77. http://dx.doi.org/10.1177/016146810911101104.

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Background Geography education typically appears in school curricula in a didactic or disciplinary manner. Yet, both the didactic and the disciplinary approach to geography education lack a serious engagement with society, politics, and power, or democratic theory. We suggest, from Dewey, that most students, the social studies, and indeed society are not well served by these approaches, particularly as we confront global challenges that demand geographic knowledge and insight. Purpose We propose that geography can and should reflect the interests of students and society and thus be what Dewey

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Chong, Eric K. M. "Global citizenship education and Hong Kong’s secondary school curriculum guidelines." Asian Education and Development Studies 4, no. 2 (2015): 221–47. http://dx.doi.org/10.1108/aeds-05-2014-0016.

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Purpose – The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the back

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Franch, Sara. "Global citizenship education discourses in a province in northern Italy." International Journal of Development Education and Global Learning 12, no. 1 (2020): 21–36. http://dx.doi.org/10.14324/ijdegl.12.1.03.

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While global citizenship education (GCE) is becoming increasingly popular, it is also a complex and ambiguous concept that assumes different meanings. This article explores the dominant discourses that construct GCE in terms of the qualification, socialization and subjectification functions of education. Based on a qualitative study that used constructivist and informed grounded theory, the article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy. The article shows elements of convergence and divergence between the perspectives of policym

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Kim, Kang Cheol, Min Seo Kim, and Sung Won Kim. "Global Citizenship Education through a Partnership between Schools and NGOs, and Its Dilemma: Exploring the Perspectives of NGO Lecturers." Institute for Educational Research 35, no. 3 (2022): 29–49. http://dx.doi.org/10.35283/erft.2022.35.3.29.

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Amid the growing interest in Global Citizenship Education (GCE) with the rise of the international reputation of Korea, Korean schools have been collaborating with NGOs to implement GCE. This study aims to explore the characteristics of GCE delivered by NGO lecturers, how they understand GCE, and the limitations in carrying out GCE through a partnership between NGOs and schools. This study conducted a Focus Group Interview, and we found three main points. First, the NGO lecturers understood global citizenship education as an education that pursues ethics via the utilization of knowledge regard

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Song, Elodie, and Peruvemba S. Jaya. "Global citizenship education via experiential blended learning." Advances in Online Education: A Peer-Reviewed Journal 3, no. 3 (2025): 231. https://doi.org/10.69554/engd1508.

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Higher education adopted global citizenship education (GCE) at the beginning of the 21st century since collaboration among culturally diverse people has become crucial. As learners can exert individual agency through digital media, learning that provides them with online and offline spaces can help them construct knowledge, build culture and shape identity collaboratively. A qualitative case study evaluating a blended course under GCE explored learners’ perception shifts regarding identity formations in relation to confidence-trust building. The study was conducted during the COVID-19 pandemic

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Choi, Jee Hae, and Young Sun Lee. "Study Regarding the Teaching Experience and Perception of Special Education Teachers on Global Citizenship education." Korean Journal of Teacher Education 38, no. 4 (2022): 31–51. http://dx.doi.org/10.14333/kjte.2022.38.4.02.

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Purpose: The purpose of this study was to investigate the global citizenship education(GCE) teaching experience and perception of special education teachers, and to examine whether there was a difference in the level of understanding of GCE according to the general characteristics and GCE teaching experience of special education teachers. Methods: This study utilized a survey that examined 500 special education teachers' teaching experiences and perceptions of GCE. The analysis methods used were and an independent sample t-test and one-way ANOVA as JAMOVI program. Results: As a res

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Franch, Sara. "Global citizenship education: A new ‘moral pedagogy’ for the 21st century?" European Educational Research Journal 19, no. 6 (2020): 506–24. http://dx.doi.org/10.1177/1474904120929103.

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In the past two decades global citizenship education (GCE) has become established in national and international education policy. This article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy and outlines how policymakers and teachers construct GCE as a pedagogical framework for schooling in the 21st century. Combining the perspectives that emerge from the scholarly literature with the findings of a qualitative study based on Constructivist and Informed Grounded Theory, the article proposes a typology of GCE ideal-types. The typology illu

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Jahangiri, Fatemeh, Gholamreza Zarei, Momene Ghadiri, and Zohreh Kashkouli. "Global citizenship and EFL education in Iran: Are we ready for changes?" Citizenship Teaching & Learning 20, no. 1 (2025): 57–76. https://doi.org/10.1386/ctl_00172_1.

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This research was an endeavour to portray how global citizenship education (GCE) was included in English as a Foreign Language (EFL) Education in Isfahan, Iran. To do so, the document analysis of the Top Notch series, one of the widely used materials in EFL education in Iran, was done using Oxfam’s suggested framework for GCE. EFL teachers were then interviewed to gain a clearer perception regarding GCE implementation in EFL education in Iran. Applying a mixed-methods design, two strands of data were merged. Our document analysis indicated that the content could not help learners to further kn

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Bosio, Emiliano, and Yusef Waghid. "Global citizenship education as a living ethical philosophy for social justice." Citizenship Teaching & Learning 18, no. 2 (2023): 151–58. http://dx.doi.org/10.1386/ctl_00117_2.

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Envisioning a global citizenship education (GCE) that critically engages with neo-liberalism could be considered as being ‘feasibly utopian’. Yet, one of the core challenges facing GCE is that the market has been given too dominant position by the hegemony of neo-liberal doctrines, which has caused a growing number of schools and universities to approach curricular matters guided by concepts of international leadership, focusing on introducing innovation to curricula to satisfy international standards, participate in the global market and enter partnerships with industry and commerce. Given th

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Choi, Jeehae, and Suk-Hyang Lee. "Exploring the Experiences and Outcomes of Adults with Developmental Disabilities in Global Citizenship Education Programs." Korea Association of Yeolin Education 32, no. 5 (2024): 171–200. http://dx.doi.org/10.18230/tjye.2024.32.5.171.

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The purpose of this study is to qualitatively analyze and explore the experiences and outcomes of adults with developmental disabilities who participated in global citizenship education programs (GCED) and to explore future directions for global citizenship education (GCE) for people with developmental disabilities. For this purpose, class outcomes were collected from participants with developmental disabilities who previously participated in a GCED study, individual interviews were conducted with all participants immediately after the end of the intervention and two months later, after the in

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Dorio, Jason Nunzio, Amy Pojar, and Yuqing Hou. "The university and the crisis of twenty-first-century citizenship: Towards a global citizenship education to disrupt populist nationalism." Citizenship Teaching & Learning 16, no. 3 (2021): 301–22. http://dx.doi.org/10.1386/ctl_00068_1.

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The global resurgence of populist nationalism (PN) is grounded in divisive identity politics, affirms commitments to oppressive systems and provokes a crisis of citizenship. With universities being a significant battleground of this contention, the anti-globalist fervour towards xenophobia and against global ideologies and institutions has significant implications for critical possibilities of global citizenship education (GCE). However, research on how institutions are responding to PN, and how critical GCE programmes and pedagogies can disrupt exclusionary, violent forms of nationalism are l

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Kretz, Lisa, Kristen Fowler, Kendra Mehling, Gail Vignola, and Jill Griffin. "Global Citizenship Education and Scholars for Syria: A Case Study." Teaching Ethics 20, no. 1 (2020): 47–63. http://dx.doi.org/10.5840/tej20214993.

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This article gives a broad sense of existing debate about Global Citizenship Education (GCE) to help situate and contextualize a novel case study. Scholars for Syria originated at a small university in southern Indiana. This grassroots response to the turmoil in Syria bridges the gap between a seemingly distant crisis and a midwestern city in the United States. The unique pedagogical and curricular dimensions of the case study work as a helpful framing device for facilitating exploration of debates about the shape of GCE, as well as providing new ways in which to imagine GCE curriculum, pedago

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Andreotti, Vanessa, David Jefferess, Karen Pashby, Cash Rowe, Paul Tarc, and Lisa K. Taylor. "Difference and Conflict in Global Citizenship in Higher Education in Canada." International Journal of Development Education and Global Learning 2, no. 3 (2009): 5–24. http://dx.doi.org/10.18546/ijdegl.02.3.02.

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This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues related to difference and GCE, such as multiculturalism, (neo) colonialism, paternalism, indigeneity, internationalism, neoliberalism, benevolence and national identity building in Canada.

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Rosita, Erlinda, Riani, Dian Susilastri, et al. "Integrating Kutai Malay Identity Into Global Citizenship Education Through Linguistic Landscape." Journal of Language Teaching and Research 16, no. 4 (2025): 1181–93. https://doi.org/10.17507/jltr.1604.13.

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This study examines the representation of Kutai Malay (KM) in school environments and how the linguistic landscape can be utilized as a medium for teaching KM while nurturing Global Citizen Education (GCE) values. Using a mixed-methods approach, the research documented and categorized 1,183 signs in public junior high schools according to language type (monolingual, bilingual, and multilingual) and contents that deliver GCE values. Focus group discussions with 16 KM language teachers were conducted to explore the integration of GCE principles into their teaching practices. The findings reveale

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Palmer, Nicholas. "Seeing the forest for the trees: The International Baccalaureate Primary Years Programme exhibition and Global Citizenship Education." Journal of Research in International Education 15, no. 3 (2016): 208–23. http://dx.doi.org/10.1177/1475240916669029.

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The purpose of this research was to determine the depth and scope of Global Citizenship Education (GCE) through the International Baccalaureate (IB) Primary Years Programme (PYP) exhibition. The small-scale qualitative study describes how a fifth-grade cohort and teachers at The International School of Azerbaijan uncover GCE in situ. Drawing on GCE literature, including Irene Davy’s IB position paper and UNESCO’s Global Citizenship: Education Topics and Learning Objectives, the study seeks to align current theory on GCE and the components of the exhibition. The research is underpinned by commu

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Guajardo, Maria, and Swati Vohra. "Linking global citizenship education and critical pedagogy: Women’s leadership and power." Citizenship Teaching & Learning 18, no. 2 (2023): 159–75. http://dx.doi.org/10.1386/ctl_00118_1.

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Global citizenship education (GCE) as a global social justice practice centres on a pedagogy that is responsive to the needs of learners and provides for the reimagining of an educator’s role, and the learner/educator relationship. While the literature on GCE emerged from a western perspective and tended to ignore gender, through gendered GCE, the intersectionality of race, ethnicity, social class and gender reveals the complexity of the influence of these factors and a need for action. This article presents critical pedagogy (CP) as an approach for learner-centred education that activates a G

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Longueira Matos, Silvana, and Talia Vela-Eiden. "Knowledge partnerships for SDG 4: Bridge 47 and GCE in perspective." Revista Internacional de Comunicación y Desarrollo (RICD) 3, no. 13 (2020): 121–29. http://dx.doi.org/10.15304/ricd.3.13.7271.

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It is possible to put together academics, practitioners, and policymakers to advocate and partner for Global Citizenship Education? This is what Bridge 47-Building Global Citizenship has been doing since 2018 with partners from all over Europe for a common goal, to promote transformative change in society. Bridge 47-Building Global Citizenship mobilises global civil society to contribute to global justice and eradication of poverty through Global Citizenship Education (GCE) and advocating for target 4.7 of the Sustainable Development Goals (SDGs), which is related to education for social

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Longueira Matos, Silvana, and Talia Vela-Eiden. "Knowledge partnerships for SDG 4: Bridge 47 and GCE in perspective." Revista Internacional de Comunicación y Desarrollo (RICD) 3, no. 13 (2020): 121–29. http://dx.doi.org/10.15304/ricd.3.13.7271.

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It is possible to put together academics, practitioners, and policymakers to advocate and partner for Global Citizenship Education? This is what Bridge 47-Building Global Citizenship has been doing since 2018 with partners from all over Europe for a common goal, to promote transformative change in society. Bridge 47-Building Global Citizenship mobilises global civil society to contribute to global justice and eradication of poverty through Global Citizenship Education (GCE) and advocating for target 4.7 of the Sustainable Development Goals (SDGs), which is related to education for social

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Hatley, Jenny. "Universal values as a barrier to the effectiveness of global citizenship education: A multimodal critical discourse analysis." International Journal of Development Education and Global Learning 11, no. 1 (2019): 87–102. http://dx.doi.org/10.18546/ijdegl.11.1.06.

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The United Nations Educational, Scientific and Cultural Organization's (UNESCO) approach to global citizenship education (GCE) includes a set of values termed 'universal values'. These social ideals include peace, justice and sustainability, and are normatively considered a common good. A multimodal critical discourse analysis of universal values within key UNESCO texts reveals that rather than moving societies towards genuine mutual human well-being, a central theme of GCE, universal values are counterproductive to the achievement of GCE. To enable GCE to achieve its aims, UNESCO needs to inc

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Khoerudin, Muhamad, and Komarudin Sassi. "POTRET EKSTENSIF TUJUAN GLOBAL CITIZENSHIP EDUCATION (GCE) DI NORWEGIA." Bestari: Jurnal Pendidikan dan Kebudayaan 5, no. 2 (2024): 216–37. https://doi.org/10.46368/bjpd.v5i2.2845.

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Abstract: This research aims to provide an extensive portrait of the objectives of global citizenship education (GCE) in Norway, which is increasingly important amid globalization challenges. The background of this study highlights the need for individuals to be sensitive to global issues such as climate change, social inequality, and international conflicts. The method used in this research is literature study, involving the collection and analysis of various written sources, including academic journals, government reports, and relevant educational policy documents. The findings indicate that

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Sahli, Naima, and Louiza Belaid. "The incarnation of global citizenship education in an Algerian secondary education textbook." Global Journal of Foreign Language Teaching 12, no. 1 (2022): 01–10. http://dx.doi.org/10.18844/gjflt.v12i1.6489.

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This research examines the extent to which the Algerian secondary education textbook represents the ideals of global citizenship education. It targets the textbook coverage of GCE themes, and if the tasks’ objectives tackled global citizenship competency respectively. The present study is built on content analysis in which second-year English language textbooks are scanned. The study employs a combination of Sharma’s framework for value-creating global citizenship education and UNESCO’s (2015) framework. It also relies on the PISA framework for the evaluation of global competency. The findings

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Sun, Tingting, and Adcharawan Buripakdi. "Scrutiny of Global Citizenship in Chinese Elementary School English Textbooks and Teachers’ Practices during COVID-19 Pandemic." Asia Pacific Journal of Educators and Education 36, no. 2 (2022): 257–80. http://dx.doi.org/10.21315/apjee2021.36.2.13.

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Problems associated with globalisation have been exacerbated with the COVID-19 pandemic, which made us more aware of the interconnected nature of the world. Global pandemic requires global solutions, and the educational system should look beyond the confines of national borders to advocate for Global Citizenship Education (GCE) to provide such solutions. However, it is still underexplored that to what extent Chinese elementary school English textbooks reflect the notion of GCE and how they guide teachers’ practices particularly during the COVID-19 pandemic. To address the gap, a mixed-method s

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Abudu, Amadu Musah, Iddrisu Bariham, and Joseph Yaw Dwamena Quansah. "Integrating Global Citizenship Education into Ghana’s Common Core Programme: Pathways to Empowering 21st Century Learners." African Journal of Empirical Research 5, no. 4 (2024): 1997–2013. https://doi.org/10.51867/ajernet.5.4.167.

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Ghana’s Common Core Programme (CCP), introduced as part of recent educational reforms, aims to equip students with 21st-century competencies, including critical thinking, ethical reasoning, and intercultural collaboration. While the CCP provides a promising framework for incorporating Global Citizenship Education (GCE), the extent to which global citizenship principles are fully integrated within the curriculum remains a critical issue. Grounded in Transformative Learning Theory, this study examines the integration of GCE within the CCP and its potential to prepare students for active roles in

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Lionar, Uun, Agus Mulyana, Sapriya Sapriya, Murdiyah Winarti, Salam Mairi, and Engkizar Engkizar. "Exploring Research Trends in Global Citizenship Education: A Bibliometric Study Utilizing the Scopus Database." European Journal of Educational Research 14, no. 2 (2025): 567–84. https://doi.org/10.12973/eu-jer.14.2.569.

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Global Citizenship Education (GCE) has emerged as a significant area of research over the last decade, reflected by the substantial volume of scientific publications dedicated to the topic. However, a bibliometric analysis of GCE utilizing the Scopus database has not yet been conducted. This study addresses this gap by analyzing GCE-related articles published in Scopus-indexed journals from 2004 to 2024, employing bibliometric techniques and VOSviewer software. A total of 1,075 articles were examined. The results indicate a marked increase in publication volume since 2016, highlighting a growi

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Amna Saleem, Farah Deeba, and Muhammad Aqeel Raza. "Global Citizenship Education: A New Approach to Global Citizenship Development." PERENNIAL JOURNAL OF HISTORY 3, no. 2 (2022): 392–409. http://dx.doi.org/10.52700/pjh.v3i2.131.

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Global citizenship education is a type of civic learning in which students take part in projects that deal with social, political, economic, or environmental problems that affect the whole world. The goal of Global Citizenship Education (GCE) is to give people of all ages the tools they need to take part in building more peaceful, tolerant, inclusive, and safe societies, both locally and globally. As a basic need of citizens, global citizenship education is of paramount importance today. The purpose of the paper is to provide understanding related to global citizenship and global citizenship e

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Wingenbach, Gary, Thesiana Graham, and Natalie Gomez. "Becoming a global citizen: Belief vs. action." Advancements in Agricultural Development 4, no. 1 (2023): 32–47. http://dx.doi.org/10.37433/aad.v4i1.247.

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Postsecondary institutional mission statements include goals of preparing students to become global citizens. Transformative learning theory is central to global citizenship education (GCE). Many postsecondary institutions provide GCE initiatives through the global competencies approach, which includes self-awareness in intercultural encounters, communications, and general knowledge about world issues. The purpose of this study was to explore perceptions of global citizenship and general knowledge of international food and agriculture issues. A cross-sectional design and random samples of univ

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HAFIZ, KOSAR. "EXPLORING THE THEORETICAL FRAMEWORK FOR GLOBAL CITIZENSHIP EDUCATION AND ITS APPLICABILITY IN THE CONTEXT OF PAKISTAN." International Journal of Academic Research for Humanities 4, no. 2 (2024): 116–29. https://doi.org/10.5281/zenodo.11580796.

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  This study explored the theoretical framework of Global Citizenship Education (GCE) and its potential implementation in Pakistan. Its primary objectives were to identify a theoretical framework suited to Pakistan's socio-cultural and educational context and to assess the feasibility and relevance of integrating GCE principles into the country's educational framework. Employing a mixed-methods approach, the research engaged 360 elementary schools, 1,080 teachers, and their students, alongside interviews with 10 senior administrators. Through content analysis, interviews, surveys, and cla

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CHOI, JEEHAE, SOYEONG JU, EUGENE JEONG, HYOEON CHOI, and MINKYEONG KIM. "A Qualitative Case Study on the Global Citizenship Education Weekly Program for Special Needs Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (2022): 395–417. http://dx.doi.org/10.22251/jlcci.2022.22.22.395.

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Objectives The purpose of this study is to explore the experiences of participants through the Global Citizen Education(GCE) Weekly Program operated for special needs students and to understand the effective operation method of the GCE Program for special needs students in the special education field. Methods According to the purpose of the study, data were collected from 9 operating teachers who participated in the case and 13 participating teachers who participated in the GCE Weekly program. The collected data were field notes of the operating teacher, reflective journals, and evaluati

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Bosio, Emiliano, and Mark Olssen. "Critical global citizenship: Foucault as a complexity thinker, social justice and the challenges of higher education in the era of neo-liberal globalization – A conversation with Mark Olssen." Citizenship Teaching & Learning 18, no. 2 (2023): 245–61. http://dx.doi.org/10.1386/ctl_00123_1.

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This article presents a remarkable conversation on critical global citizenship education (GCE) between Mark Olssen, emeritus professor of political theory and higher education policy in the Department of Politics at the University of Surrey, and Emiliano Bosio, guest-editor of Citizenship Teaching & Learning. In developing the concept for this dialogue, we thought it necessary to frame GCE within a critical perspective that examines the political, economic, ideological and cultural conditions of super-complex societies, particularly in relation to notions of neo-liberal globalization and g

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Tarozzi, Massimiliano. "Implementing global citizenship education policy: The bargaining process of NGOs in some European Countries." Journal of Global Education and Research 6, no. 1 (2022): 82–97. http://dx.doi.org/10.5038/2577-509x.6.1.1143.

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This research looked at the growing space that Global Citizenship Education (GCE) is gaining in educational policy worldwide, and at the role Non-Governmental Organizations (NGOs) played in GCE agenda setting and policy implementation. Based on a comparative policy analysis carried out in 10 European countries, the political agency of NGOs was explored, underlining opportunities, tensions, and challenges, especially in their contribution to national strategies to integrate GCE into national educational systems.

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Hameed, Suraiya. "Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye." International Journal of Comparative Education and Development 22, no. 3 (2020): 169–84. http://dx.doi.org/10.1108/ijced-10-2019-0052.

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PurposeThis paper reports a qualitative research study of comparative analysis of global citizenship education (GCE) in two primary schools, one international school in Singapore (Stamford International) and an independent school in Australia (Coastal College). The research focussed on how these two schools implemented GCE through the adoption of international education models, utilising the International Primary Curriculum (IPC) or the International Baccalaureate Programme (IB), creating hybrid curricula. Central to this research is the examination of educational practices, which address glob

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Chen, Zhaoyu. "The Disinformation Link: A Discussion of How Global Citizenship Education Contributes to Global Political Stability." Lecture Notes in Education Psychology and Public Media 76, no. 1 (2024): 87–92. https://doi.org/10.54254/2753-7048/2024.18821.

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The threat of Social Polarization and disinformation is growing in these post-pandemic times, threatening the political stability and social cohesion of the world, and education has become an option to address this crisis. This paper examines Global Citizenship Education (GCE)s ability to counteract disinformation and Social Polarization (SP) using media and literacy training (MIL), as previous studies on these topics rarely address their direct relationships. The finding suggests that there is a strong probability that MIL, under the guidance of the GCE framework, has the capability to mitiga

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