Paul,

I think the timing for asking this question couldn't be any better. I did a quick search on the Web of Science and it looks like research in this field has been rather limited. The search resulted in 67 scholarly works related to teaching global citizenship, though the settings in which the studies were carried out vary from case to case.

I thought these three works might provide some answers to your question:

1. Scaffolding Critical Questions: Learning to Read the World in a Middle School Civics Class in Mexico ( This article shares the case of a student-driven investigation into social issues from an eighth-grade civics class at an American school in Mexico. Through vignettes about the teaching and learning process, the author argues that a focus on students' inquiry into their social contexts rather than on specific social justice content is a key practice when teaching for critical democratic literacy, especially when teachers and students come from different social contexts. This article offers a concrete example of how foregrounding students' critical questions can help move students toward social justice-oriented citizenship. )

2. Ecopedagogy as an element of citizenship education: The dialectic of global/local spheres of citizenship and critical environmental pedagogies (This article examines how conflicting processes of globalisation both help and hinder in achieving such a paradigm shift by decentring traditional nation-state citizenship. Results from the second study indicate how critical teaching within and between different spheres of citizenship (e.g. local, national, global, and planetary citizenship) is essential for ecopedagogy (and the ecopedagogical element). )

3. A QUESTION OF HOW A Report on Teachers' Instructional Practices When Educating for Global Citizenship in Canada ( This chapter reports how educating for global citizenship is being practiced by teachers in the K-12 education landscape in three metropolitan regions of Canada. First, we briefly review the history of global citizenship education in Canada to contextualize the foundation upon which educating for global citizenship is being understood and practiced by teachers. Next, we introduce a series of conceptual frameworks that synthesize common priorities linked to educating for global citizenship in educational policy, practice, and research communities. Lastly, we report findings from a qualitative research study that we conducted between 2008 and 2011 on educating for global citizenship from the perspectives of Canadian public school teachers from, three metropolitan regions. This study investigated teachers' learning goals, instructional practices, and orientations when educating for global citizenship and how each contributes to the other. )

I hope this helps.

Dear Murod,

Thank you so much for looking into the issue of teaching global citizenship to deal with global problems. I will check out the three articles that you mention. I feel that it is only a matter of time before global citizenship education replaces the more nationalistic citizenship education so common across the globe.

Dear Paul Orlowski

It is really an interesting topic, I published two articles in 2020, that might be beneficial for you its about Omani Context:

1- Educating for ‘glocal’ perspectives at Sultan Qaboos University: Studying students’ perceptions after studying a global citizenship education course

2- Developing global citizenship through geography education in Oman: exploring the perceptions of in-service teachers

Regards

Saif