Teaching History for Global Citizenship Education (GCED): A Systematic Literature Review

Résumé

Although the Global Citizenship Education framework (GCED) has been promoted for implementation in schools worldwide, operationalisation and contextualisation face numerous challenges. Developing a shared and clear definition of GCED can facilitate its realisation and adaptation in schools. This systematic literature review examined the teaching of History for GCED in secondary schools. The review used a systematic approach to gather data, which was then analysed using a thematic method. Data were sourced from five databases, following the PRISMA guidelines. After applying inclusion and exclusion criteria, 25 relevant articles were selected. The study found that GCED holds different meanings for various people, influencing how the concept is applied in schools globally. Furthermore, despite the lack of a universal definition and ongoing confusion about implementation, several strategies have been used, including learner-centred approaches, class discussions, projects, individual assignments, and documentaries. Nonetheless, the review identified significant challenges in the process, such as limited resources and training for teachers, teachers’ fears of addressing controversial and sensitive topics, and the integration of GCED into citizenship and national history. The review recommended additional research on the opportunities and successes of GCED. It also highlighted that, although GCED has been examined recently, there is limited research focused on Zimbabwe. Additionally, the study suggests a need for further investigation to integrate GCED into history lessons. This review provides insights and contributes to scholarly understanding for history educators and policymakers worldwide regarding the challenges, opportunities, and successes in embedding GCED into history education. Keywords: Global Citizenship, Global Citizenship Education, History Education, Secondary school level Teaching.

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