GLOBAL CITIZENSHIP EDUCATION IN THE 21ST CENTURY: COMPETENCIES, PEDAGOGIES, AND LEARNING OUTCOMES
DOI:
https://doi.org/10.36456/inventa.10.2.a11763Keywords:
Global citizenship education, global competencies, learning outcomes, pedagogiesAbstract
This study examines global citizenship education (GCED) in the twenty-first century by considering the relationships among competencies, pedagogical approaches, and learning outcomes. A qualitative narrative literature review was conducted using descriptive and interpretive analysis of relevant books, journal articles, and academic documents. The literature was identified, classified, and compared through three interrelated competency domains: cognitive, socio-emotional, and behavioral. The synthesis suggests that knowledge of global issues, empathy and respect for diversity, and participation in civic action are connected educational aims, but progress in one domain does not necessarily establish progress in the others. Dialogic, collaborative, project-based, and reflective pedagogies offer distinct opportunities to connect understanding, ethical judgment, and action, although reported outcomes depend on the settings and designs of individual studies. Recurring implementation barriers include teachers’ conceptual preparedness, curriculum support, and educational resources. For primary education, GCED is best interpreted as a contextual approach that connects global concerns to children’s local experiences, including relevant Pancasila values. The review offers a conceptual synthesis distinguishing intended competencies, teaching processes, and evidence of learning, without assuming uniform pedagogical effectiveness.
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