"Education for Global Citizenship: An ETFO Curriculum Development Inquiry Initiative" is a 2010 project developed with the Ontario Institute for Studies in Education (OISE) to framework and implement global citizenship education. It emphasizes fostering critical thinking, social justice, and active, responsible engagement with local and global issues.

This publication, titled Global Citizenship Education: Topics and learning objectives, is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world. This guidance draws on the UNESCO publication Global Citizenship Education: Preparing learners for the challenges of the 21st century and the outcomes of three key UNESCO events on global citizenship education: the Technical Consultation on Global Citizenship Education (September 2013), as well as the First and Second UNESCO Fora on Global Citizenship Education, organized in December 2013 and January 2015 respectively. Before it was finalized, the guidance was field-tested by education stakeholders in selected countries in all regions to ensure its relevance in different geographical and socio-cultural contexts.

UNESCO is leading global efforts on Global Citizenship Education (GCED), which is at the core of Target 4.7 of Sustainable Development Goal 4 on Education. To address the perception that the concept of GCED is concerned mainly with global matters and maybe dissociated from local needs and realities, UNESCO has identified local/national/traditional precepts and concepts that are similar to the UNESCO understanding of global citizenship. As culturally relevant expressions of GCED and to contribute to building peace through the implementation of GCED, the concepts identified here can serve as entry-points to teach and learn about GCED in more locally relevant ways.

This publication provides useful information on integrating GCED concepts, principles and activities into curricula and teaching practices covering a broad spectrum of issues and pedagogies. It contains exemplars illustrating how GCED can be integrated into various subject areas. Diverse resources and materials listed in the document also offer readers a wide range of references. Underscoring the pragmatic objective of this work is the need for teachers to become global citizens themselves.

The Latin America and the Caribbean Regional Network Meeting on Global Citizenship Education “Towards a World without Walls: Global Citizenship Education in SDG 4 – Agenda E2030”, was organized by the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC / UNESCO Santiago) and the Asia – Pacific Centre of Education for International Understanding (APCEIU), in collaboration with the Chilean Observatory of Educational Policies (OPECH) of the University of Chile. The event, held on October 23 and 24, 2017, in Santiago, Chile, brought together regional researchers, members of civil society organizations and activists, educational communities, social movements, government educational authorities and universities. The objective of the meeting was to promote dialogue on the concept of Global Citizenship Education (GCED), deepen the regional perspective on the topic and create a network that helps strengthen the implementation of GCED in the context of the Latin America and the Caribbean region. This document summarizes the main topics addressed and issues discussed at the meeting. Subsequently, the founding document of the Regional Global Citizenship Education Network for Latin America and the Caribbean, which was elaborated in light of the meeting’s discussions, is presented.

The transnational movement of people and ideas continues to reshape how students and citizens imagine places and cultures. Considering our constant exposure to information delivered via mass media, global educators are tasked with engaging students in learning activities that help them develop skill sets that include a globally minded, critical media literacy. Grounded in cultural studies, and framed by Andreotti's (2006) work in critical global citizenship education (GCE) and Appadurai's (1996) concept of mediascapes, this article examines how eleven global educators in as many countries use films to teach about what they considered to be the “6 C's” of critical global media literacy: colonialism, capitalism, conflict, citizenship, and conscientious consumerism. How global educators foster globally minded, critical media literacy in their classrooms, the resources they use to teach about perspectives too often marginalized in media produced in the Global North, and how educating students about media informs action within global citizenship education in the social studies are discussed.

Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.

The paper attempted to analyses the critical thinking and media literacy in connection to Global citizenship have become essential skills for responsible global citizenship leading to the transformation of the knowledge to generate novel ideas creative thinking securitized media through govern world. This philosophical inquiry explores the intersection of critical thinking, media literacy, and global citizenship, arguing that the cultivation of these skills is crucial for navigating complex global issues and promoting informed, empathetic, and engaged citizenship. Through a critical analysis of philosophical perspectives on knowledge, truth, and power, this paper examines the ways in which critical thinking and media literacy can be developed and applied to foster global citizenship. The importance of critical thinking and media literacy in promoting critical consciousness, cultural competence, and global responsibility. The paper concludes by proposing a philosophical apparatus for integrating critical thinking and media literacy into education and civic engagement initiatives, with the aim of empowering individuals to navigate the complexities of global citizenship.

Global Citizenship Education (GCE) is a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable. It represents a conceptual shift in that it recognizes the relevance of education in understanding and resolving global issues in their social, political, cultural, economic and environmental dimensions. It also acknowledges the role of education in moving beyond the development of knowledge and cognitive skills to build values, soft skills and attitudes among learners that can facilitate international cooperation and promote social transformation.

Institutions of higher education continue to emphasize the need to create and develop global citizen graduates who will face challenging global issues in the workforce. A systematic literature review of empirical studies on global citizenship in higher education was conducted to understand the various ways this term is being studied, measured, and operationalized. The process of inclusion and exclusion criteria identified 57 studies. A content analysis revealed global citizenship is being included into higher education through scales of measurement, studying abroad, faculty and student perceptions, coursework, and university programs. The results are discussed in relation to the current literature on global citizenship along with future avenues of research.