Building Global Minds: The Role of Education in Promoting Global Citizenship

Abstract

Purpose: This mini-review explores the evolving role of Building Global Minds through Global Citizenship Education (GCE) and its capacity to prepare learners for political, social, and environmental engagement in an interconnected world. The review aims to address knowledge gaps in how GCE is defined, implemented, and evaluated across educational systems.

Method: A systematic literature search was conducted across databases including PubMed, Scopus, ScienceDirect, Springer, and Google Scholar using keywords related to education, global citizenship, sustainability, and curriculum. Peer-reviewed studies in English addressing theoretical frameworks, pedagogical models, and policy applications of GCE were included. Grey literature and non-GCE-specific studies were excluded.

Results: The results indicate that GCE enables the development of civic literacy, sustainability, intercultural competence, and ethical awareness. Such themes as political and social participation, environmental responsibility, and curriculum integration should be considered key. Some of the challenges cited are inconsistent frameworks, less training of educators and inequality of access to digital tools. There are still arguments about universal and localized values and the scalability of GCE initiatives.

Conclusion: GCE demonstrates transformational potential in the development of globally oriented citizens, but it can be supported only through consistent policies, universal pedagogy, and the strength of assessment. Further investigation in terms of scalable, culturally relevant practice as well as inter-sector collaboration is suggested to increase the reach and effectiveness of GCE in serving the community, both in terms of flexibility and reach into various educational settings.

Keywords: education; global citizenship; sustainability; curriculum