World Citizenship
Thinking, learning, presenting, interacting - all OPEDUCA activities are set in a global perspective.  In ouw view learning is not restricted to time and place, nor con it be obstructud by national or cultural borders. Learning is the best means to cross all borders that still devide humankind today and truly work towards a collective stewardship or our ecology and society.
It is of the utmost importance that our youngsters can meet, communicate and learn together, therefore also understand and respect each other as bases for future cooperation. For they themselves are the future, and their development is the only way forward towards a more sustainable society.

World Citizenship is practiced in the smallest bits and pieces of learning in OPEDUCA, exploring themes, objects and subjects always from a global perspective. Wether if in inquiry based learning the soil potatoes grown on is researched or students' present the trade in sea-sand to built high rises on coastlines, they are stimulated and guided to see the global perspective. Both from the knowledge perspective as well as through the lense of global politics, internationalisation and trade.

In OPEDUCA it comes logic to connect the young als future global citizensins through direct and virtual connections, anytime, anyplace, through any device.

Connection to Education for Sustainable Development (ESD)

GCE and ESD pursue the same vision: It is all about empowering learners of all ages to become proactive contributors to a more just, peaceful, tolerant, inclusive and sustainable world. Both GCED and ESD:

focus not only on the content and outcome of what is learned, but also on the process of how it is learned and in what type of environment it is learned.
emphasize action, change and transformation.

place importance on acquiring values and attitudes relevant to addressing global challenges.
foster skills for collaboration, communication and critical thinking.

Both GCE and ESD help learners understand the interconnected world in which they live and the complexities of the global challenges faced. GCE and ESD help learners to develop their knowledge, skills, attitudes and values so that they can address these challenges responsibly and effectively now and in the future.

Within the educational system ...

the concept of global citizenship education (GCED) is beginning to supersede or overarch movements such as multicultural education, peace education, human rights education, Education for Sustainable Development and international education Additionally, GCED rapidly incorporates references to the aforementioned movements.

With GCED gaining attention, scholars are investigating the field and developing perspectives. The following are a few of the more common perspectives:

Critical and transformative perspective

Citizenship is defined by being a member with rights and responsibilities. Therefore, GCED must encourage active involvement. GCED can be taught from a critical and transformative perspective, whereby students are thinking, feeling, and doing. In this approach, GCED requires students to be politically critical and personally transformative. Teachers provide social issues in a neutral and grade-appropriate way for students to understand, grapple with, and do something about.


Graham Pike and David Selby view GCED as having two strands. Worldmindedness, the first strand, refers to understanding the world as one unified system and a responsibility to view the interests of individual nations with the overall needs of the planet in mind. The second strand, Child-centeredness, is a pedagogical approach that encourages students to explore and discover on their own and addresses each learner as an individual with inimitable beliefs, experiences, and talents.

Holistic Understanding

The Holistic Understanding perspective was founded by Merry Merryfield, focusing on understanding the self in relation to a global community. This perspective follows a curriculum that attends to human values and beliefs, global systems, issues, history, cross-cultural understandings, and the development of analytical and evaluative skills.

World citizen

In general, a world citizen is a person who places global citizenship above any nationalistic or local identities and relationships. An early expression of this value is found in Diogenes of Sinope (c. 412 B.C.; mentioned above), the founding father of the Cynic movement in Ancient Greece. Of Diogenes it is said: "Asked where he came from, he answered: 'I am a citizen of the world (kosmopolitÍs)'".
Albert Einstein described himself as a world citizen and supported the idea throughout his life, famously saying "Nationalism is an infantile disease. It is the measles of mankind." World citizenship has been promoted by distinguished people including Garry Davis, who lived for 60 years as a citizen of no nation, only the world.

'Global consciousness' and 'global competence'

Organizations implementing GCE programs, such as UNESCO, now emphasize the importance of expanding both students' 'global consciousness' and 'global competence'. 'Global consciousness' represents the ethical or moral dimension of global citizenship, whereas 'global competence' features a blend of the technical-rational and the dispositional or attitudinal.
However, some view global consciousness and global competence as being closely related. The OECD, for instance, focuses on global competencies called 'psychosocial resources', of which there are three main types: using tools interactively (technology and language skills), interacting in heterogeneous groups (cooperation, empathy), and acting autonomously (realizing one's identity, conducting life plans, defending and asserting rights.

Key learner attributes

GCE identifies three learner attributes, which refer to the traits and qualities that global citizenship education aims to develop in learners and correspond to the key learning outcomes mentioned earlier. These are: informed and critically literate; socially connected and respectful of diversity; ethically responsible and engaged. The three learner attributes draw on a review of the literature and of citizenship education conceptual frameworks, a review of approaches and curricula, as well as technical consultations and recent work by UNESCO on global citizenship education.

Informed and critically literate

Learners develop their understanding of the world, global themes, governance structures and systems, including politics, history and economics; understand the rights and responsibilities of individuals and groups (for example, women’s and children’s rights, indigenous rights, corporate social responsibility); and, recognise the interconnectedness of local, national and global issues, structures and processes. Learners develop the skills of critical inquiry (for example, where to find information and how to analyse and use evidence), media literacy and an understanding of how information is mediated and communicated. They develop their ability to inquire into global themes and issues (for example, globalisation, interdependence, migration, peace and conflict, sustainable development) by planning investigations, analysing data and communicating their findings. A key issue is the way in which language is used and, more specifically, how critical literacy is affected by the dominance of the English language and how this influences non-English speakers’ access to information.

Socially connected and respectful of diversity

Learners learn about their identities and how they are situated within multiple relationships (for example, family, friends, school, local community, country), as a basis for understanding the global dimension of citizenship. They develop an understanding of difference and diversity (for example, culture, language, gender, sexuality, religion), of how beliefs and values influence people’s views about those who are different, and of the reasons for, and impact of, inequality and discrimination. Learners also consider common factors that transcend difference, and develop the knowledge, skills, values and attitudes required for respecting difference and living with others.

Ethically responsible and engaged

Learners explore their own beliefs and values and those of others. They understand how beliefs and values inform social and political decision-making at local, national, regional and global levels, and the challenges for governance of contrasting and conflicting beliefs and values. Learners also develop their understanding of social justice issues in local, national, regional and global contexts and how these are interconnected. Ethical issues (for example, relating to climate change, consumerism, economic globalisation, fair trade, migration, poverty and wealth, sustainable development, terrorism, war) are also addressed. Learners are expected to reflect on ethical conflicts related to social and political responsibilities and the wider impact of their choices and decisions. Learners also develop the knowledge, skills, values and attitudes to care for others and the environment and to engage in civic action. These include compassion, empathy, collaboration, dialogue, social entrepreneurship and active participation. They learn about opportunities for engagement as citizens at local, national and global levels, and examples of individual and collective action taken by others to address global issues and social injustice.

World Citizenship at Schools

The most widely used classroom strategy for developing global skills is project-based learning. This pedagogical technique can be utilized in the case of almost any school subject, is the primary pedagogical strategy in the discourse of global competencies. Educators see it as an important method for developing the tools- technical and emotional- for success in the global society. With the aim of nurturing students' potential to be both learners and citizens, the project-based approach has been used successfully in community-based learning, for example.
Another important pedagogical feature of GCE is learning through communicative practices outside the classroom that "harness the educational force of the wider culture. If students are encouraged to see themselves as political agents, educators assume they are more likely to acquire the knowledge, skills and abilities that enable them to become agents of change. Another important element of the student-centered participatory nature of GCED, is that students, through their engagement with others via Social Network Services, create their own forms of global citizenship through dialogue, learning, and action. This is an important element, for example, in the activities of grassroots organizations like 'GIN' (Global Issues Network), which involves students and teachers in projects that address global issues such as human rights, trade rules, and deforestation. Such student-driven, student-led projects combine both the 'global consciousness' and 'global competence' aspects of GCED.