GLOBAL CITIZENSHIP EDUCATION IN SECONDARY SCHOOLS: A CRITICAL EXAMINATION OF IMPLEMENTATION CHALLENGES AND CURRICULUM GAPS

Global Citizenship Education (GCE) has gained importance in secondary education, driven by the imperatives of internationalization and the Sustainable Development Goals (SDG 4.7). However, its practical integration remains limited and inconsistent across school systems. This study examines the challenges and curriculum gaps that hinder effective GCE adoption. Drawing from UNESCO reports, OECD’s PISA assessments, and global research, the findings reveal that GCE is often superficially integrated into curricula. For example, a study of 57 textbooks in Jordan showed minimal representation of global citizenship themes, with local civic content predominating. UNESCO’s 6th Consultation Report indicates that only 25% of countries fully embed GCE in pre-service teacher education, with the Asia-Pacific region having the highest percentage (23%) of countries without integration. OECD data highlights disparities in global awareness, with students from wealthier backgrounds showing greater understanding, pointing to inequities in GCE access. Additionally, many teachers lack the training and confidence to implement GCE using culturally responsive pedagogies. This paper argues that overcoming these barriers requires a multifaceted approach, including integrating GCE into curricula, enhancing teacher education, adopting inclusive teaching methods, and promoting equity-driven practices. Addressing these challenges is essential to realize the goal of nurturing critically aware, responsible global citizens.