August 8, 2025
The BRiDGE project has published two new working papers addressing the topic of Global Citizenship Education (GCE). Download links are provided below!
Working paper 2.1: Stakeholder perspectives on the challenges of (Global) Citizenship Education in Europe
This working paper explores the complexities surrounding Global Citizenship Education (GCE) policies and practices from the perspectives of stakeholders. The working paper draws from discussions among experts from academia, civil society, and policymaking sectors within the inter-professional learning community as part of the Erasmus+ funded BRiDGE project. The paper highlights challenges in defining GCE, noting varying interpretations of its core terms: "global," "citizen," and "education."It delves into the multilayered policy landscape across European and global levels, discussing the interconnectedness and gaps between them. The working paper examines challenges in generating and sharing evidence, emphasizing the need for diverse research methodologies and accessible dissemination of findings. It also addresses difficulties in navigating different learning environments, advocating for collaboration between formal and non-formal education sectors and the effective use of digital tools. The paper concludes with a call for further discussion and action on enhancing collaboration among stakeholders, bringing together academia, policy making and civil society, to advance GCE for improved policymaking and practice.
Working paper 2.2: Global Citizenship Education and the Dynamics of Change: A Reflection through Systems Thinking
This working paper critically reflects on the dynamics of change in Global Citizenship Education (GCE) through the lens of systems thinking. Despite widespread adoption of GCE frameworks, tensions around fragmentation, contested meanings, and uneven stakeholder collaboration persist. Drawing on experiences from the BRiDGE Project and inter-professional learning communities, the paper adopts a hybrid mode of inquiry—bridging research, policy, and practice—to explore the complex interplay of factors shaping GCE. Systems thinking is used as a conceptual framing to highlight how change processes are enabled, constrained, and negotiated across multiple contexts. The paper acknowledges that while inter-professional collaboration and boundary-crossing roles hold promise, they also face significant challenges in practice, particularly within politically contested or resource-constrained environments. Furthermore, it argues that fostering sustainable change requires critical attention not only to interdependencies but also to structural asymmetries and contextual specificities. By integrating theoretical insights with situated project experiences, this working paper invites ongoing dialogue and reflexive engagement with the evolving and ambivalent field of Global Citizenship Education.
