Keywords
Global Citizenship Education, Initial Teacher Education, Comparative Education
Special Issue
Emerging Scholars Research Summaries 2026 special issue
Abstract
This study examines how Initial Teacher Education (ITE) programmes in Italy and Ireland prepare future teachers for Global Citizenship Education (GCE). Although promoted internationally through SDG target 4.7 (UNESCO, 2015) and the Dublin Declaration (GENE, 2022), GCE remains unevenly integrated in teacher education. The research investigates two university contexts in Italy and Ireland, through a qualitative comparative case study combining document analysis, semi-structured interviews, and focus groups with 32 participants (pre-service teachers and teacher educators). Findings indicate that GCE is systematically embedded in Ireland, while in Italy implementation result in more fragmented approaches. Shared challenges include conceptual ambiguity and the persistent theory–practice gap. The findings also highlight the decisive role of teacher agency in mediating how GCE is enacted across contexts. The study offers actionable recommendations to embed GCE within ITE curricula, advancing critical global citizenship and socially just teacher education.
Abstract - Translated
Questo studio esamina come i programmi di Formazione Iniziale degli Insegnanti in Italia e in Irlanda preparino i futuri insegnanti all'Educazione alla Cittadinanza Globale (ECG). Sebbene promossa a livello internazionale attraverso l'obiettivo 4.7 dell'Agenda per lo Sviluppo Sostenibile (UNESCO, 2015) e la Dichiarazione di Dublino (GENE, 2022), la ECG rimane integrata in modo disomogeneo nella formazione degli insegnanti. La ricerca analizza due contesti universitari in Italia e in Irlanda, attraverso uno studio di casi comparativo qualitativo che combina l'analisi documentale, interviste semi-strutturate e focus group con 32 partecipanti (insegnanti in formazione e docenti universitari). I risultati indicano che la ECG è sistematicamente integrata in Irlanda, mentre in Italia l'implementazione risulta in approcci più frammentati. Le sfide comuni includono l'ambiguità concettuale e il persistente divario tra teoria e pratica. I risultati evidenziano anche il ruolo decisivo dell'agency degli insegnanti nel mediare come la ECG viene realizzata nei diversi contesti. Lo studio offre raccomandazioni operative per integrare la GCE nei curricula della formazione iniziale degli insegnanti, promuovendo una cittadinanza globale critica e un’educazione degli insegnanti socialmente giusta.
Recommended Citation
Filippi, Giulia Dr.
(2026)
"Initial Teacher Education Programs (ITEPs) and Global Citizenship Education (GCE): A Comparative Study in Italy and Ireland,"
Journal of Comparative & International Higher Education: Vol. 18:
No.
3, Article 10.
DOI: 10.64899/2151-0407.1885
Available at:
https://digitalcommons.lib.uconn.edu/jcihe/vol18/iss3/10
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