Global citizenship education as a strategy for social, justice and identity: achieving balance for meaningful social impact

Abstract

Global Citizenship Education (GCE) has emerged as a transformative educational framework aimed at promoting social equity, justice and identity in an increasingly interconnected world. This conceptual study explores how GCE can be strategically employed to create social balance by addressing structural inequalities, promoting the inclusion of marginalised voices and encouraging active global and local citizenship. Critically engaging with these concepts, the study argues that GCE offers the potential to develop a more socially just and equitable society, where different identities are respected and students are empowered to act as agents of change. The study emphasises the importance of aligning GCE with the United Nations Sustainable Development Goals, particularly SDG 4.7, which calls for education that promotes global citizenship and sustainable development. Recommendations are provided for amplifying GCE’s impact through service-learning, teacher training and collaborative partnerships between educational institutions and communities. The study concludes that GCE can be a powerful tool for promoting meaningful social impact, encouraging global solidarity and equipping students with the knowledge and skills to address the pressing global challenges of our time.