Ethical Global Citizenship Education
Abstract
Global Citizenship Education (GCE) plays a central role within UNESCO's education sector, focusing on cultivating the values and knowledge essential for students to evolve into well-informed and responsible global citizens. This Element conceptualises an ethical GCE framework grounded in critical, cosmopolitan, humanistic, value-creating, and transformative principles. Guided by those principles, ethical GCE goes beyond the banking model of education by emphasising a global ethic. Ethical GCE is inclusive, ethically reflective, and socially responsible. It extends beyond imparting knowledge and employable skills, important as they are, focusing on holistic and sustainable development. With further theoretical development and implementation strategies, the ethical GCE framework holds promise for future research and evaluation of the intricate teaching and learning processes within global citizenship, particularly from a values-based perspective.
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An ethical GCE framework must be grounded in critical, cosmopolitan, humanistic, value-creating, and transformative principles.
“According to Bosio (2024), an ethical GCE framework must be grounded in critical, cosmopolitan, humanistic, value-creating, and transformative principles.”
From Civic education in a new post-democratic context: The need to revitalize a dialogic and cooperative pedagogy for global citizenship (2025) · cites this paper as Bosio (2024)
Educational methodologies such as dialogic learning, service learning, project-based learning, cooperative learning and learning communities impact learners' active role, going beyond instructional or banking education and based on interaction, values-based education, and meaningful construction of knowledge.
“These methodologies impact learners' active role, which goes beyond the scheme of instructional or banking education (Bosio, 2024), and is based on interaction, on values-based education, and on the meaningful construction of knowledge (Gargallo & Pérez, 2021)”
From Civic education in a new post-democratic context: The need to revitalize a dialogic and cooperative pedagogy for global citizenship (2025) · cites this paper as Bosio, 2024
Cites
Feminist Theory: From Margin to Center
Jackson, S. (1985) · Ufahamu A Journal of African Studies · doi:10.5070/f7143017029 · Cited by 4,441 · see citing works
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Gozálvez, V., & Calandín, J. G. (2025) · PROSPECTS · doi:10.1007/s11125-025-09741-z · Cited by 4 · see citing works
- Authors
- Bosio, E. T.
- Affiliations
- Toyo University (JP)
- Corresponding author
- Bosio, Emiliano T.
- ORCID
- Bosio, Emiliano T.
- Venue
- Cambridge University Press eBooks
- Publisher
- Cambridge University Press
- Published
- 2024-12-03
- OpenAlex
- W4404910800
- Cited by
- 33
- References
- 1
- Citations by year
- 2026: 24 · 2025: 9
- FWCI
- 34.93
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Global Education and Multiculturalism
- Social Sciences › Sociology and Political Science › Peace and Human Rights Education
- Social Sciences › Education › Citizenship Education and Democracy
- Keywords
- global citizenship education, ethics, UNESCO, global ethics, cosmopolitanism, humanism, critical pedagogy, banking model of education, values education, inclusive education, social responsibility, sustainable development, transformative education
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