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.