Global Citizenship Education as an Interdisciplinary Framework: Challenges and Projections for Educative Innovation
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Abstract
Global Citizenship Education (GCED) has gained prominence as an educational response to pressing global challenges such as climate change, social inequality, and cultural conflicts. This essay is grounded in the need to promote an interdisciplinary educational framework that fosters critical, empathetic, and socially responsible learners committed to sustainable development. Its main objective is to examine GCED as an interdisciplinary approach capable of transforming educational models and enriching teacher training. The study follows a theoretical-documentary methodology, drawing on recent academic literature (2015–2024) and the analysis of international and Latin American experiences. Findings highlight that GCED enhances holistic and meaningful learning by integrating perspectives from various disciplines, aligning with the Sustainable Development Goals (SDGs). However, key barriers to its implementation are identified, including limited teacher preparation, rigid curricula, and tensions between traditional and transformative pedagogical practices. The essay concludes that GCED, understood as an interdisciplinary framework, contributes to educational innovation and to the development of inclusive policies, didactic strategies, and research agendas focused on preparing globally conscious citizens within local educational contexts.
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