Wendy G. Morales, Ed.D., William O. George, Ed.D., Tracy L. Mulvaney, Ed.D.
Abstract
Many K-12 students are not exposed to learning opportunities that develop the global competence necessary to thrive in today’s interconnected world. Due to the rapid advancement of technology, students in the United States now have to be able to interpret a wealth of information to solve global problems that did not exist in previous generations. This qualitative case study of pre-experimental design examined a series of professional development (PD) sessions on Global Citizenship Education (GCE). The study employed semi-structured interviews to assess the impact of PD on grades 3-5 teachers’ understanding of GCE and their classroom practice. The study specifically analyzed the extent to which teachers’ knowledge of the GCE increased, along with their perception of their ability to integrate global competencies into their instruction. These competencies include recognizing perspectives, investigating the world, communicating ideas, and acting (Asia Society, 2015). Although numerous organizations call for GCE to be taught within all subject areas to prepare students for successful navigation in a global society, the United States remains behind other developed countries in this endeavor.
Recommended Citation
Morales, W.G., George, W.O., Mulvaney, T.L. (2025). Designing an effective global citizenship education training for elementary teachers. Midwest Journal of Education, 2(2). https://doi.org/10.69670/mje.2.2.5
DOI
Corresponding Author
Wendy Morales, Ed.D. Adjunct Professor, Monmouth University, Assistant Superintendent Monmouth-Ocean Educational Services Commission, 100 Tornillo Way, Tinton Falls, NJ 07712 USA
Email: [email protected]