Global Citizenship Education: Advocacy, Practice and Awareness Handbook for Teachers
The global challenges we face today call for transformative approaches to developing knowledge, skills and attitudes, so that we can build more inclusive, sustainable and peaceful societies. However, studies have found that teachers, as key enablers for realizing the potential of learners, are sometimes not adequately prepared to teach using transformative approaches such as Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). A recent UNESCO study found that one in four teachers did not feel ready to teach themes related to sustainable development or global citizenship and peace (UNESCO and Education International, 2021).
The Global Citizenship Education: Advocacy, Practice and Awareness Handbook for Teachers is the second in a series of GCED advocacy and awareness-raising publications. The first is the joint publication by APCEIU and UNESCO (2021) titled Global citizenship education: a policymaking awareness and advocacy handbook. This latest handbook aims to raise awareness among teachers in the Asia-Pacific region on GCED and to equip teachers with knowledge about GCED, its importance and how to teach GCED, using good practices, to enhance learners’ competences at the classroom level, for society’s overall benefit. Recognizing that education policies, strategies and practices in the Asia-Pacific region reflect GCED in diverse ways, this handbook also seeks to provide a common regional understanding of what GCED is.
This handbook drew from a survey conducted by UNESCO Bangkok to collect data and information on GCED practices among teachers and education experts within the UNESCO GCED networks in nineteen countries in the Asia-Pacific region1. The survey findings provided a good understanding of the current pedagogical methods and approaches of teachers and education experts on GCED. In addition, through the same survey, innovative and highly adaptable GCED best practices are collected and featured in this handbook to support and enhance educators in their teaching.
In view of the findings from the survey, this handbook also presented seven recommendations for the development of teachers’ capacities in practicing GCED and for enhancing the teaching and learning of GCED.
 Australia, Bangladesh, Bhutan, Cambodia, China, India, Indonesia, Japan, Kazakhstan, Malaysia, Nepal, New Zealand, Philippines, Republic of Korea, Singapore, Sri Lanka, Thailand, Uzbekistan, Viet Nam.