What you need to know about global citizenship education

For centuries, common aspirations for mutual respect, peace, and understanding were reflected in traditional concepts across cultures and civilizations – from 'ubuntu' (I am because of who we all are) in African philosophy to 'sumak kawsay' (harmony within communities, ourselves and nature) in Quechua. Although the term "global citizenship education" (GCED) was only coined in 2011, the values it represents have been central to UNESCO's mission since its founding in 1947.

By building peace through education and reminding humanity of our common ties, UNESCO has long championed the ideas now formalized as GCED. As our world grows increasingly interdependent, GCED is more vital than ever for international solidarity and inspiring learners of all ages to positively contribute to their local and global communities. But what exactly does global citizenship education entail, why it matters today, and how UNESCO is driving this movement?

Unlike citizenship – special rights, privileges and responsibilities related to "belonging" to a particular nation/state, the global citizenship concept is based on the idea we are connected not just with one country but with a broader global community. So, by positively contributing to it, we can also influence change on regional, national and local levels. Global citizens don't have a special passport or official title, nor do they need to travel to other countries or speak different languages to become one. It's more about the mindset and actual actions that a person takes daily. A global citizen understands how the world works, values differences in people, and works with others to find solutions to challenges too big for any one nation.

Citizenship and global citizenship do not exclude each other. Instead, these two concepts are mutually reinforcing. 

Economically, environmentally, socially and politically, we are linked to other people on the planet as never before. With the transformations that the world has gone through in the past decades – expansion of digital technology, international travel and migration, economic crises, conflicts, and environmental degradation – how we work, teach and learn has to change, too. UNESCO promotes global citizenship education to help learners understand the world around them and work together to fix the big problems that affect everyone, no matter where they're from.

GCED is about teaching and learning to become these global citizens who live together peacefully on one planet. What does it entail?

• Adjusting curricula and content of the lessons to provide knowledge about the world and the interconnected nature of contemporary challenges and threats. Among other things, a deep understanding of human rights, geography, the environment, systems of inequalities, and historical events that underpinned current developments;

• Nurturing cognitive, social and other skills to put the knowledge into practice and make it relevant to learners' realities. For example, thinking critically and asking questions about what's equitable and just, taking and understanding other perspectives and opinions, resolving conflicts constructively, working in teams, and interacting with people of different backgrounds, origins, cultures and perspectives; 

• Instilling values that reflect the vision of the world and provide purpose, such as respect for diversity, empathy, open-mindedness, justice and fairness for everyone;

• Adopting behaviours to act on their values and beliefs: participating actively in the society to solve global, national and local challenges and strive for the collective good.

UNESCO works with countries to improve and rewire their education systems so that they support creativity, innovation and commitment to peace, human rights and sustainable development. 

• Provides a big-picture vision for an education that learners of all ages need to survive and thrive in the 21^st century. One key priority is updating the 1974 Recommendation Education for International Understanding, Co-operation and Education relating to Human Rights and Fundamental Freedoms, the document underpinning this work.   

• Supports the development of curricula and learning materials on global citizenship themes tailored for diverse cultural contexts. Among many examples are the general guidance document on teaching and learning objectives of global citizenship education or recommendations on integrating social and emotional learning principles in the education process.

• Studies the positive impact of learning across subjects and builds linkages between sectors and spheres. One of the key focus areas is the Framework on Culture and Arts Education, in which UNESCO highlights the positive impact learning of the arts and through the arts has on academic performance, acquisition of different skills and greater well-being, as well as broadening of the horizons.

• Collaborates with partners across UNESCO programmes and the broader UN system to address contemporary threats to human rights and peace and infuse the principles of understanding, non-discrimination and respect for human dignity in education. Among others, UNESCO leads the global education efforts to counter hate speech online and offline, address antisemitism, fight racism, educate about human rights violations and violent pasts.

• Monitors how the core values of global citizenship education are reflected in and supported by education policy and the curriculum to deliver it effectively. For example, by collecting global data on this indicator every four years through a survey questionnaire designed for the 1974 Recommendation.

• Promotes international collaboration in education through UNITWIN/UNESCO Chairs, and UNESCO Associated Schools Network, connecting over 12,000 educational institutions worldwide.

Quality education is among 17 Sustainable Development Goals put forth by the United Nations, where GCED is mentioned as one of the topic areas that countries must promote. While leading the global efforts to achieve this goal, UNESCO sees education as the main driver of human development that can accelerate progress in bringing about social justice, gender equality, inclusion, and other Goals. 

UNESCO believes that only an education that provides a global outlook with a deep appreciation of local perspectives can address the cross-cutting challenges of today and tomorrow. This vision is reaffirmed in the Incheon Declaration made in 2015 at the World Education Forum and further reflected in UNESCO's Futures of Education report.     

Based on the evidence that UNESCO has accumulated on GCED impact, learners who benefit from such education from early stages become less prone to conflicts and are more open to resolving them peacefully while respecting each other's differences. It has also proven successful in post-conflict transformation. For example, discussing the root causes of human rights violations that occurred in the past helps to detect alarming tendencies and avoid them in the future. 

GCED is not a single subject with a set curriculum but rather a framework, a prism through which education is seen. It can be delivered as an integral part of existing subjects – from geography to social studies – or independently. UNESCO supports the dissemination of GCED on different levels and in multiple areas of life beyond the classroom.

• On a policy level: Governments can develop national strategies and frameworks that recognize the importance of understanding local issues from a broader global perspective and prioritize education programmes that reflect this vision. 

• In the classroom: Teachers can incorporate content and materials that build awareness of global issues and intercultural understanding. For instance, in Geography, pupils can learn about climate change and the distribution of resources. In Social Sciences, they find out how environmental degradation impacts children's rights worldwide. In Science, they discover how trees soak up carbon from the atmosphere through photosynthesis and can help tackle climate change. Teachers can also assign students a group project where they will have to devise a campaign to address climate change in their local community.

• Out of school: Museums and cultural institutions can design exhibits and educational materials that inspire global citizenship. Exchange programs allow young people to broaden their horizons by visiting other communities and countries.