Guest Editorial: Critical and Creative Practices of Global Citizenship Education in the Digital Age of Information and Communication Technologies

Abstract

Much has been written about the affordances and limitations of new and globalised learning technologies for educating democratic communities. However, the connection between global citizenship education (GCE) and information and communication technologies (ICTs) remains relatively underexplored, especially concerning their impact on promoting critical consciousness and social justice. This lack of exploration creates a knowledge gap, as we currently fall short of a comprehensive understanding of how educators worldwide utilise ICTs to foster GCE critically and ethically, and more broadly contribute to the common good—considered a pivotal element of political and social morality. This special issue examines how educators are effectively integrating GCE into their classroom practices in the digital age.

Introduction

Over the past decade, global citizenship education (GCE) has experienced a resurgence in importance, serving as a means to cultivate the knowledge, skills, values and attitudes necessary for individuals to contribute to a more inclusive, just and peaceful planet (UNESCO, 2015). This revival has given rise to a spectrum of GCE theoretical perspectives, spanning from neoliberal, which are primarily economically oriented, to more humanistic and ethical (Bosio & Gregorutti, 2023; Bosio & Schattle, 2021), transformative (Bamber et al., 2018), value-creating (Bosio & Guajardo, 2024) and critical approaches (Bosio, 2021a/b; Torres & Bosio 2020a/b; Bosio & Waghid, 2023a; Papastephanou, 2023; Veugelers & Bosio, 2021).

Simultaneously, the advent of information and communication technologies (ICTs), which continually reshape our lives, coupled with the significant adaptations that educational institutions have undertaken to maintain their impact during the COVID-19 pandemic lockdowns, has ushered in a new era for fostering intellectual growth and academic collaboration via digital networks, notably through online teaching and learning. This transformative shift transcends both local and global contexts, redefining the landscape of education and global citizenship. In other words, educationalists and educational researchers experience, and respond to, the world of today through their self-understanding as postmodern subjects living not only in a critical, troubling or uncertain age but also in a digital age that makes new promises or presents us with new challenges.

Much has been written about the affordances and limitations of new and globalised learning technologies for educating democratic communities (e.g., Bamberger, 2022; Bleazby, 2012; Papastephanou, 2005). However, the connection between GCE and ICTs remains relatively underexplored, especially concerning their impact on promoting critical consciousness (Bosio, 2023a/b/c; Bosio & Waghid, 2023b), Global South perspectives and decolonialism (Bosio & Waghid, 2022) and social justice (Bosio & Olssen, 2023; Giroux & Bosio, 2021; McLaren & Bosio, 2022). This lack of exploration creates a knowledge gap, as we currently fall short of a comprehensive understanding of how educators worldwide utilise ICTs to foster GCE critically and ethically, and more broadly contribute to the common good—considered a pivotal element of political and social morality (Bosio & Torres, 2019; Torres & Bosio, 2020a/b). Specifically, there remains a paucity of insights into how educators are effectively integrating GCE into their classroom practices within the digital age.

It is within this context that this special issue explores and addresses the following key themes and questions:

Critical, ethical and creative ICT approaches in GCE: What critical, ethical and creative approaches do GCE educators employ in leveraging ICTs within their classrooms?

Emerging critical, ethical and creative practices of global citizens: What innovative practices define global citizenship, and how can individuals effectively engage as global citizens?

The role of ICTs in GCE: How do educators perceive the role of ICTs in GCE, and what impact do these technologies have on teaching and learning?

GCE in the age of social media: What is the role of social media in shaping GCE in the twenty-first century?

To tackle these questions, this special issue brings together a diverse array of thought-provoking contributions from scholars who delve into the intricate intersection of critical, ethical and creative practices within the digital age of information and ICTs. These contributions offer distinct perspectives on the multifaceted interplay of technology, pedagogy and global citizenship in contemporary education.

Embracing Diversity in GCE

The six articles in this special issue collectively explore the diversity, intricacies, controversies and underlying motivations that define the concept of GCE. Hence, the special issue is organised into three main themes, each presenting a wide range of perspectives that encompass diverse approaches and evidence from various countries. These articles converge on emphasising the significance of recognising GCE not merely as a peripheral subject but also as an essential component in pedagogy, curriculum design, implementation, policy and practice.

Theme 1: GCE in the Digital Age and the Attention Economy of Social Media

Emiliano Bosio’s (2023a) study immerses the reader in the context of higher education in Japan, shedding light on how faculties perceive and implement GCE within online courses. His research unveils four key notions of GCE: the development of empathetic identification, the cultivation of critical agency, the fostering of self-confidence and an inclusive mindset, and the encouragement of community participation. Bosio’s work lays the groundwork for a critical pedagogical framework that urges educators to reassess their approaches in adapting GCE to the digital age. Parallelly, in the digital realm, Carrie Karsgaard and Lynette Shultz (2023) delve into the complexities of GCE in the age of social media. They explore how organisations communicate their GCE efforts on platforms like Twitter, elucidating the dynamics of the attention economy. This dual theme highlights the need for educators to critically examine their communication strategies and adapt to the transformed landscape of GCE advocacy in the digital age.

Theme 2: GCE Through (Post)Critical and Decolonial Perspectives, and the Challenges of Techno-global Rationality

Yusef Waghid’s (2023a) article offers a unique perspective from Southern African higher education, emphasising the significance of (post)critical and decolonial values in GCE. Drawing on African philosophies such as ukama, ubuntu and umsibenzi, Waghid demonstrates how these concepts can inform a more inclusive and transformative understanding of GCE. This theme encourages readers to broaden their horizons and embrace diverse cultural perspectives in the digital age. Nicholas Palmer and Harsha Chandir (2023) navigate the challenges posed by techno-global rationality within the context of GCE. They highlight the risk of overreliance on technology, pointing up how efficiency models may inadvertently narrow educational opportunities and reinforce neocolonial perspectives. This dual theme underscores the importance of balancing technological integration with diverse voices and communicative outreach in GCE.

Theme 3: Fostering GCE for Critical Thinking and Social Justice

Zayd Waghid’ s (2023) study focuses on the efficacy of online asynchronous discussion fora in fostering critical thinking, social justice awareness and empathy among pre-service teachers. The findings demonstrate the potential of online discussions to heighten awareness of social justice issues and cultivate critical thinking skills. This overarching theme encourages educators to consider the significance of digital platforms in nurturing critical-minded and socially responsible individuals. Alan Muller and Oscar Eybers’ (2023) investigation underscores the pivotal role of multimodality in advancing GCE within academic literacy learning environments. They delve into how technology can enhance access to information and resources, thereby promoting social justice in education. This dual theme calls on educators to harness the potential of technology to create inclusive and equitable learning opportunities.

Conclusion

In this special issue, we extend an invitation to readers to explore diverse viewpoints on critical and creative practices in GCE within the digital age. These contributions collectively emphasise the complex connection between technology, pedagogy and global citizenship, urging us reflectively to adapt and critically innovate in our educational pursuits. Our aspiration is, for this special issue, to act as a catalyst, encouraging further exploration and dialogue, and inspiring educators, policymakers and researchers to investigate continually how, whether and to what extent they are shaping the future of education for the common good in an increasingly interconnected and digital world.