Global Citizenship Education: A Case Study of Teachers' Practices and Challenges in an Underprivileged Primary School in Karachi

Academy of Education and Social Sciences Review Vol. 5 No. 4 | November, 2025 | 500 - 512 ISSN (p): 2790-8348 | ISSN (e): 2789-6781 DOI: https://doi.org/10.5281/zenodo.17767708 Global Citizenship Education: A Case Study of Teachers’ Practices and Challenges in an Underprivileged Primary School in Karachi Musarat Tahir1 Department of Education Institute of Business Management (IoBM), Karachi, Pakistan Zehra Habib2 (PhD) Department of Education Institute of Business Management (IoBM), Karachi, Pakistan How to Cite: Tahir, M., & Habib, Z. (2025). Global Citizenship Education: A Case Study of Teachers’ Practices and Challenges in an Underprivileged Primary School in Karachi. Academy of Education and Social Sciences Review, 5(4), 500–512. https://doi.org/10.5281/zenodo.17767708 Publisher’s Note: International Research and Publishing Academy (iRAPA) stands neutral with regard to jurisdictional claims in the published maps and institutional affiliations. Copyright: ©2025 | Academy of Education and Social Sciences Review published by International Research and Publishing Academy (iRAPA) This is an Open Access article published under the Creative Commons Attribution 4.0 International (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0) Creative Commons Attribution (CC BY): lets others distribute and copy the article, to create extracts, abstracts, and other revised versions, adaptations or derivative works of or from an article (such as a translation), to include in a collective work (such as an anthology), to text or data mine the article, even for commercial purposes, as long as they credit the author(s), do not represent the author as endorsing their adaptation of the article, and do not modify the article in such a way as to damage the author's honour or reputation. 03-43-AESSR-6298-1151 Published online: 30 November 2025 View related articles Submit your article to this journal Tahir & Habib Vol. 5 No. 4 (November, 2025) 501 INTRODUCTION Although Global Citizenship Education (GCE) is emphasized globally, it is poorly integrated into Pakistan’s national curriculum and teaching practices, particularly in underprivileged schools. The current market-driven model of GCE in Pakistan mainly benefits the privileged, while underprivileged are just positioned as labourers in the global economy (Kadiwal & Durrani, 2018). Existing research on GCE in Pakistan is limited, and there is a notable gap in studies that address how it is integrated into the curriculum (Shar, 2024; Khalid et al., 2022; Kosar, 2024). Scholars such as Schugurensky and Wolhuter (2020) and Duarte and Robinson-Jones (2024) emphasize the critical role schools play in promoting GCE, yet in Pakistan, the curriculum’s failure to incorporate GCE, combined with inadequate teacher training and inconsistent institutional priorities, hamper its effective implementation. Consequently, students lack opportunities to develop essential global competencies and remain ill-prepared to participate in a diverse world. Hence, it is crucial to understand how GCE is taught and the challenges teachers face to make it meaningful and inclusive. Particularly, in underprivileged schools, there’s a pressing need to strengthen GCE’s role to promote inclusive education. The purpose of this case study is to explore the current state and challenges of implantation of GCE in an underprivileged primary school in Karachi, Pakistan by examining both curricular content and educators’ perspectives. Specifically, it assessed how GCE concepts are presented in the national curriculum and textbooks of General Knowledge and Social Studies. In addition, the study investigated teachers’ understanding of GCE and the challenges they encounter in implementing its principles in their classrooms. Research Questions • How is the national curriculum of General Knowledge and Social studies in Pakistan designed to integrate and promote GCE in schools? • How do General Knowledge and Social Studies textbooks in Pakistani schools represent and support the concepts of GCE? • How are classroom practices structured to foster GCE among students? • What challenges do teachers face in integrating GCE principles into their teaching practices? Abstract Global Citizenship Education (GCE) prepares students for an interconnected world by promoting peace, respect, and sustainability, empowering them to contribute to a more inclusive society. This qualitative case study explores the challenges of integration of GCE in an underprivileged primary school of Karachi, Pakistan, focusing on the national curriculum, textbooks, teachers’ perceptions and pedagogy. Data were collected through curriculum and textbook analysis, teacher interviews, and classroom observations. Findings revealed that although the curriculum and textbooks cover core elements of GCE such as diversity, interconnectedness, and human rights, core elements of GCE, but they do not explicitly address GCE as a distinct concept. Furthermore, the lack of GCE awareness among teachers highlights deficiencies in their knowledge and training. Moreover, Socioeconomic factors pose significant challenges to integrating GCE. The study underscores the need to integrate GCE into curricula, textbooks, and teacher training, emphasising the importance of national efforts to effectively implement GCE in schools to foster students’ cosmopolitan and global citizenship competencies. Keywords Cosmopolitanism Global citizenship education Interconnectedness Internationalization Underprivileged primary school 502 Global Citizenship Education: A Case Study of Teachers’ Practices and Challenges Vol. 5 No. 4 (November, 2025) Significance of Research This case study is significant because it highlights how GCE is generally missing or misunderstood in underprivileged schools in Pakistan. By examining deficiencies in the curriculum, textbooks, and teacher preparedness, the research uncovers gaps and identifies the support required to make GCE meaningful. It provides insights into how students are currently deprived of opportunities to develop important global competencies, including intercultural understanding, critical thinking, and social responsibility, particularly in contexts with limited resources. LITERATURE REVIEW Globalization is the rising global interconnectedness through trade, technology, and culture, converting societies into new global forms (Goren & Yemini, 2017; Rubab et al., 2020). Globalization weakens the importance of the nation state in guiding political involvement, while new forms of citizenship are emerging, expanding its influence across nearly every aspect of life, pointing toward the idea of a ‘global citizenship’. Citizenship and Citizenship Education Citizenship is a legal status that grants individuals basic human rights and responsibilities. It fosters a sense of belonging and identity, encouraging active participation in state development. Citizenship education prepares individuals to participate in democratic processes by understanding political system along with knowing their own rights and responsibilities (Doğanay, 2012). It promotes civic engagement by empowering people with knowledge and skills such as tolerance and critical thinking. Global Citizenship and GCE Unlike national citizenship, Global Citizenship highlights our connection to the global community and encourages positive contributions for change (UNESCO, 2024). Global citizenship has gained educational priority and considered as educational response to global challenges (Goren & Yemini, 2017; Torres & Bosio, 2020). Oxley and Morris (2013) categorized Global Citizenship into two forms: cosmopolitan-based and advocacy-based. The cosmopolitan-based approach includes political, moral, economic, and cultural conceptions, while the advocacy-based approach covers social, critical, and environmental views. GCE enables learners to understand shared responsibilities to address global challenges (Goren & Yemini, 2017; UNESCO, 2024). Advocates of (GCE) argue that national citizenship alone is inadequate for addressing emerging global challenges (Schugurensky & Wolhuter, 2020). Therefore, it is imperative to engage children in GCE to achieve peace, security, justice, climate resilience, and sustainable development (Phillips et al., 2024). UNESCO defines (GCE) as empowering learners by cultivating knowledge, values, and behaviours to understand and actively contribute to peaceful, tolerant, inclusive, and secure societies locally and globally (Phillips, 2024). Researchers view GCE as a dynamic field that promotes understanding of global system and fostering a “world-minded” perspective (VanderDussen Toukan, 2018). GCE in International Context Countries like the UK, US, China, Canada, Australia, South Korea, and several European nations have started integrating GCE in curricula (Goren & Yemini, 2017). The European Commission and the Council of Europe promote GCE to control religious extremism (O’Dowd, 2020). Global citizenship curricula in North Carolina and Texas shifted teacher’s understanding, deepened their GCE commitment, and increased advocacy for social justice. In contrast to western ideals, China’s approach to GCE, particularly, its “new era” education reforms focus on national interest and limits GCE. Despite considerable efforts in developed countries, GCE integration in curricula has not fully achieved desired results (Khalid et al., 2022). However, the multicultural nature of these societies demands for GCE to prepare students for a global society (Goren & Yemini, 2017). However, a persistent gap between theory and practice continues to hinder its effective implementation. Tahir & Habib Vol. 5 No. 4 (November, 2025) 503 GCE in Pakistani Context In developing countries like Pakistan, the integration of (GCE) faces greater challenges than in developed countries due to limited resources, institutional support, and teacher training. Researchers suggest combining diverse fields of study to better equip teachers and students for global challenges (Schugurensky & Wolhuter, 2020; Phillips, 2024). Ashraf et al. (2021) study GCE integration in Pakistani schools using a mixed-methods approach, across 360 elementary schools, 1,080 teachers, and conducted interviews of 10 senior administrators along with surveys, classroom observation and content analysis. Findings revealed that GCE exists in textbooks but lacks practical skills and activities. Stakeholders emphasized the need for educational reforms, including curriculum updates, incorporation of technology, and teacher training. These insights highlight the need for a contextually relevant approach to citizenship education in Pakistan. Kadiwal and Durrani (2018) suggest for rethinking GCE in Pakistan by emphasizing peace education, revising social studies curricula and text books, and improving teaching practices. Teachers require professional development, and more research is needed on syllabus variations across different school contexts and regions. Shar (2024) highlights challenges faced by Sindh like poverty and climate change. Children must be equipped with global competencies to address these issues. His study found that teachers’ teaching methods are ineffective due to lack of awareness of (GCE). Teachers heavily rely on textbooks and having no ability to inculcate critical thinking or integrate GCE principles. Pakistani researchers also believe that concept of GCE varies significantly between democratic and military regimes (Lall, 2012; Kadiwal & Durrani, 2018). Fig. 1. Conceptual Framework The framework outlines a systemic approach to overcome existing educational barriers. It emphasizes that meaningful GCE cannot be achieved through curriculum reform alone; it requires the coordinated development of teacher capacity and institutional support. METHODOLOGY Guided by the research questions, this study adopted a qualitative case study approach to investigate how GCE is perceived and practiced and what challenges are faced by teachers to implement GCE in an underprivileged primary school in Karachi. Qualitative research offers deeper understanding of participants’ experiences. The study seeks to answer how teachers understand and practice GCE, and 504 Global Citizenship Education: A Case Study of Teachers’ Practices and Challenges Vol. 5 No. 4 (November, 2025) why certain challenges occur, which aligns directly with Yin’s argument that such questions are best addressed through a case study approach (Yin, 2003). Case study is commonly used in qualitative research to gain detailed interpretive insights into contemporary phenomena, making it ideal for examining GCE implementation challenges and practices (Yin, 2003). Based on Yin’s (2003) view, the case in this study focuses on real-life situation, how teachers understand and implement GCE in their real school setting. In this context, the teachers’ practices cannot be separated from the realities of the school environment, the curriculum they follow, and the institutional challenges they face. Because these boundaries are not clear, the phenomenon and its context are deeply connected. Setting This case study was conducted in an underprivileged school in Karachi, Pakistan. The school setting, characterized by limited resources and unique challenges, provided valuable insights into GCE implementation, highlighting classroom dynamics, teacher-student interaction and the bigger educational challenges that effect the productivity of GCE in such a context. Purpose sampling technique was used for participant selection. Purposive sampling involves non-random selection based on participants’ knowledge and qualities, aiming to reflect key characteristics of the population. Campbell et al. (2020) defined purposive sampling as the deliberate choice of a participant due to the qualities the participant possesses. Purposive sampling allows researchers to select the cases rich with information that can provide deep insight into the phenomenon understudied. Since this study focused specifically on teachers’ practices and challenges related to GCE, it was essential to include participants who were actively teaching the relevant subjects, interacting with the curriculum, and dealing with the institutional constraints surrounding GCE. The study involved five participants: two General Knowledge teachers (grades 1–2) and three Social Studies teachers (grades 3–5). Conducted at a trust school for children from low-income backgrounds, their insights underscored GCE teaching practices and challenges. Shar (2024) highlights the importance of considering socio-cultural context when examining how global policies and practices are adapted to national settings. Table 1 Participants’ Demographics Pseudonyms Qualification Subject Level Year of Service Marriam Intermediate GK Grade I 3 years Fiza Kashi Intermediate GK Grade II 6 years Aqsa Intermediate Social Studies Grade III 3.5 years Zubaida Intermediate Social Studies Grade IV 4 years Samia Intermediate Social Studies Grade V 6 years Data Collection Tools Data were collected using multiple methodologies. Yin (2003) and Shar (2024) suggest using multiple data collection tools, such as interviews, documents, and observations, for comprehensive coverage and triangulation in case study research. While qualitative content analysis helps analyse textual data, like textbooks, to identify patterns, themes, and categories. Therefore, data were collected through semistructured interviews with teachers and document analysis of the national curriculum for GK and Social Studies, along with textbooks. Document Analysis Curriculum and textbooks were reviewed using guides. For curriculum, guide was adapted from Jalbani and Khan (2022), for textbooks analysis guide was adapted from Günel and Pehlivan (2015), to assess how GCE is represented in the national curriculum and textbooks for GK and Social Studies. Textbooks were selected due to their key role in learning outcomes, as research shows teachers rely on them for 90% of teaching (Shar, 2024). Tahir & Habib Vol. 5 No. 4 (November, 2025) 505 Semi-Structured Interviews Five semi-structured interviews were conducted using a self-developed, expert-validated interview guide to explore teachers’ experiences in GCE. This approach provided valuable insights into teachers’ experiences and perspectives, ideal for exploring underlying reasons. Interviews were conducted in Urdu for better comfort, recorded, transcribed, and translated into English. Class Observations Five classroom observations were conducted to assess GCE integration in daily lessons using a guide adapted from Blackmore (2016). Two General Knowledge and three Social Studies lessons were observed, with reflections and field notes coded to analyse teaching strategies related to GCE. Classroom observation involves challenges such as participant honesty and the researcher’s limited role in unfamiliar settings. Despite this, these observations were essential for capturing real-time teaching practices, student engagement, and challenges in implementing GCE principles. A systematic approach to data analysis was employed to explore teaching practices related to GCE in the selected school. Document analysis followed the parameters outlined in the interview and observation guides. Data from interviews, classroom observations, and documents were analysed using thematic analysis to identify key patterns related to GCE. Transcription and Coding Interviews were transcribed and coded using thematic analysis to identify recurring patterns. Data from interviews and classroom observations were triangulated to enhance the credibility of the findings. The triangulation of classroom observations with teacher interviews provides different parts of reality. To ensure credibility, member checking was conducted by allowing interview participants to review the transcriptions and provide feedback on the accuracy of their responses. Additionally, interview and document data were cross-checked. The study was conducted with careful ethical consideration. Researcher obtained clear, and informed consent from all participants. They were fully aware of the purpose of the research and their right to withdraw from the study at any time. Furthermore, Participants were assured about the confidentiality. RESULTS & FINDINGS Curriculum Analysis The General Knowledge (grades I–III) and Social Studies (grades IV–V) curricula were analysed using a guide adapted Jalbani and Khan (2022) to examine GCE integration. Although the 2006 National Social Studies Curriculum outlines standards for Citizenship Education, it does not explicitly mention GCE but parameters aligned with GCE, such as knowledge, skills, values, and attitudes, are referenced. Curriculum Content Areas Collaboration The curriculum includes topics related to GCE, though not labelled as GCE, such as ‘collaboration,’ which covers respecting others, valuing diversity, and human rights. Rights and Responsibilities Themes related to GCE included ‘rights and responsibilities of citizens’, fostering an understanding of civic duties, but not relevant to GCE. The focus on ‘rights and responsibilities’ emphasize education, play, and healthcare rights, as well as justice and fairness. Interdependence The curriculum reflects GCE principles, though not stated explicitly. ‘Interdependence’ highlights 506 Global Citizenship Education: A Case Study of Teachers’ Practices and Challenges Vol. 5 No. 4 (November, 2025) globalization and the SDGs. The topic ‘getting along with others’ includes subtopics like peace, conflict resolution, and communication. Environmental sustainability is also addressed. Other elements include promoting responsibility, helping others, critical thinking, respect for rights, and conflict resolution. These align with key aspects of GCE. Cultural Diversity The 2006 Pakistan Studies and General Knowledge curriculum includes elements of national identity, cultural understanding, and civic responsibility, but lacks clear reference to GCE, missing broader GCE goals such as global interconnectedness, shared responsibility, and inclusivity. This represents a gap, as it overlooks a more comprehensive exploration of how individuals are interconnected on a global scale, and the responsibilities they share in fostering a peaceful, sustainable, and inclusive world. Table 2 Dimensions of GCE: Knowledge, Skills, Values and Attitudes Standard All students will describe, compare and explain the location and characteristics of places, people and culture, and the social, economic, political activities they engage in themselves and with others at the local, national and the international level (p. 6). Benchmark for grade I-III Describe and compare the physical and human characteristics of local places. SLOs Not indicated in the curriculum. Table 3 Dimensions of GCE: Knowledge, Skills, Values and Attitudes Standard All students will identify the purpose of national, local, provincial, and local governments and describe the political and legal process that are used to make decisions, seeks consensus and resolve conflict (p.7). Benchmark for grade I-III B1: Identify ways in which conflicts are resolved at home, school and local community level. Explain how it might be resolved if underpinned by core democratic values such as justice, equality and freedom. Benchmark for grade IV-V B2: Interpret the meaning of specific rights and freedom protected in the constitution particularly equal protection under the law and freedom of access to information and freedom of expression. SLOs Not indicated in the curriculum. Table 4 Dimensions of GCE: Knowledge, skills, values and attitudes Standard All students will identify the key ideas and values in the constitution of Pakistan and understand the rights and responsibilities of citizen at the local, national and global level (p. 8). Benchmark for all grade level B1: Identify the rights and responsibilities of young people in school and local community. SLOs Not indicated in the curriculum. Table 5 Dimensions of GCE: Knowledge, skills, values and attitudes Standard All students will describe how scarcity of resources and choices regarding production, distribution and consumption of goods and services effect the well-being of the individual and society (p. 9). Benchmark for grade B1: Describe ways in which we can conserve limited resources at the personal and family level. SLOs Not indicated in the curriculum. Textbook Analysis Oxford University Press books are used as textbooks in the school. As Class III marks the shift from General Knowledge to Social Studies, textbooks for General Knowledge (Grades I–II) and Social Studies (Grades III–V) were analysed for GCE elements. Document analysis was guided by the Knowledge, Skills, and Values framework, focusing on knowledge aspects like multiple perspectives, cultural appreciation, Tahir & Habib Vol. 5 No. 4 (November, 2025) 507 global awareness, and interconnectedness. The table below shows curriculum units aligned with key GCE components from this framework. Table 6 Text books for General Knowledge for Grade I-II Contents Representation of GCE themes Evidence (Example) About myself (I) Knowledge of personal beliefs and values Grade I: Note for the Teacher: Stress the importance of good behaviour. Explain that they should be kind and helpful to others. Their manner should be polite towards everyone, be they young or old, rich or poor (p.5). Almighty Allah (I, II) Empathy ‘The Nabi gave Almighty Allah’s message to the people that they should be good to others and not hurt anyone. The Nabi told the people what was right for them and what was wrong’ (p.2). To live together Animals (I, II) Value sensitivity Grade I: ‘We must look after our pets and feed them well’ (p. 24). Note for the teacher: Discuss with the students how to care for pet animals (p.26). Stress the importance of treating animals in a kindly manner. They should not be teased or mistreated (p.26). Grade II: Stress the importance of being kind to animals (p.16). Good manners (I, II) Respect and love Grade I: ‘Be kind and helpful to your elders’ (p.39) ‘Do not be rude to other’ (p.39). Note for the teacher: Stress the importance of good manners and showing respect for elders (p.40). Grade II: We should not make fun of other people (p.28). Festivals (II) Knowledge of universal beliefs and values. Different festivals are celebrated in different countries of the world (p.33). The ability to understand and accept different world view. In Pakistan, some other festivals are also celebrated. Christmas is celebrated by Christians on 25th December. Diwali and Holi are festivals celebrated by Hindus. Nauroz is a festival that is celebrated by the Parsis. Sikhs enjoy their festival of Besakhi (p.35). The ability to respect differences. Note for teachers: Talk about different festivals with the students. Our needs (II) Basic human rights We all need food, water, clothes and home (p.47-49). Peace and security Living together Knowledge of environmental and natural resource issues. Table 7 Text books for General Knowledge for grade III-IV Contents Representation of GCE themes Me and My World (III) Knowledge of environmental and natural resource issues. Evidence (Example) The Earth and the Environment (III, IV, V) Grade III: (p.19-21) Critical thinking skills in solving problems. Grade IV: (p. 14) Knowledge of issues related to population. Citizenship (III, IV, V) To live together Grade III: (p. 36-49)Peace and security Rights and responsibilities Empathy Grade IV: (p. 61)Conflict resolution Problem solving skills Understanding cross-cultural interactions and connections Grade V: (p. 62) Life styles (III, IV, V) Understanding interdependencies between countries. Grade III: (p. 71) Map reading skills (III, IV, V) Knowledge of economic, political and ecological systems. Grade V: (p. 70-79) 508 Global Citizenship Education: A Case Study of Teachers’ Practices and Challenges Vol. 5 No. 4 (November, 2025) Themes Derived from Classroom Observation and Interviews Theme I: Insufficient Teacher Knowledge and Conceptual Clarity of GCE This theme condenses each of the Teacher’s understanding and awareness about GCE. The findings of the study revealed that most teachers were unfamiliar with Citizenship Education and GCE. “I think ‘Global’ is the concept which people rarely understand; Even I am not clear about global citizenship education” (Aqsa Arai). They often stated GCE as either education about the world or education obtained in foreign countries; “Global means worldwide education system, or education being provided in the world” (Fiza Kashaf). Another teacher also showed the limited awareness of GCE. “It is a big term, World widely how citizens should live” (Samia). Although the curriculum includes some GCE elements, teachers lacked awareness. Yet, some unknowingly mentioned these GCE aspects like empathy. “Education that helps us improve our surroundings and enhance our environment.” (Aqsa). Another teacher mentioned patience and collaboration without realizing these reflect core GCE principles. “Students should have patience, they should be cooperative with each other” (Samia) Due to unclear understanding of GCE, all teachers believed textbooks lacked these topics. Interestingly, they mentioned certain units they had taught without recognizing their connection to Citizenship Education. One teacher stated that; “My recent topic which I am teaching in the class is right and responsibilities” (Aqsa). Hence, overall understanding of teachers related to the GCE was limited and largely misunderstood. During interviews, teachers identified students’ socio-economic and personal contexts as major barriers to effective teaching. They viewed disruptive behaviour as the primary challenge, attributing it to these factors. Hence, Teacher’s prioritized addressing disruptive behaviour before focusing on global citizenship, as much of the class time was spent correcting behaviour. Theme II: Textbook-Driven and Content-Centred GCE Practices Classroom observations confirmed teachers’ limited GCE knowledge. The findings indicate that teachers receive minimal or no formal training on GCE, which affects their ability to integrate it meaningfully into classroom practices. Most teachers rely on their own understanding or personal experiences rather than structured guidance or pedagogical strategies. In Class II lesson on festivals, only Muslim festivals were discussed, ignoring cultural diversity. Teaching was textbook-dependent, unstructured, and discouraged student input, reinforcing interview findings of limited GCE understanding. Teachers often rejected students’ responses to accept teacher’s viewpoint, creating a restrictive environment. For example, students initially expressed love for their country, but after teachers’ negative remarks, they changed their responses such as; “You’re lying, aren’t you?” and “You don’t follow the rules, so you don’t love your country” Aqsa) They altered their responses, “Yes, Teacher you are right we don’t love our country”. (Students) Teacher’s discouraging attitude made the lesson ineffective. Despite covering GCE topics like rights and global issues, she missed chances for engagement, gave inaccurate information, and only briefly