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Exploring the Theoretical Framework for Global Citizenship Education and its Applicability in the Context of Pakistan


  This study explored the theoretical framework of Global Citizenship Education (GCE) and its potential implementation in Pakistan. Its primary objectives were to identify a theoretical framework suited to Pakistan's socio-cultural and educational context and to assess the feasibility and relevance of integrating GCE principles into the country's educational framework. Employing a mixed-methods approach, the research engaged 360 elementary schools, 1,080 teachers, and their students, alongside interviews with 10 senior administrators. Through content analysis, interviews, surveys, and classroom observations, the study revealed a comprehensive coverage of citizenship education in textbooks but emphasized the necessity for improved skills integration and practical activities. Stakeholder feedback highlighted the urgency of holistic education reform, including updated materials and technology integration. Challenges in implementing GCE at the elementary level were identified, pointing to the need for updated textbooks with relevant global content and adequate teacher support. The implications for educational policy and practice underscored the importance of revising textbooks, enhancing teacher education programs, and promoting greater coordination among curriculum units to ensure a cohesive approach to citizenship education in Pakistan.


Globalization, , Personal, , Social, , Citizenship, , Education



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