Challenges in teacher training in global citizenship education in the European education area: a comparative and international approach
In recent years, many European education systems have revised their citizenship education models to move beyond simply analyzing their practices and advocacy methods and to find answers to the characteristics and challenges of the 21st century. Faced with changing social scenarios and unprecedented demands, these new realities foster emerging social practices that must be analyzed and reflected upon to understand their implications for the social and cultural development of societies. Within this context, Goyal et al. (2023) argue that educational institutions, as transformative organizations, can significantly contribute to building a more resilient, sustainable, and just world by shaping the ethical, responsible, and sustainable consciousness of future generations. Thus, in recent decades, higher education institutions have shown increasing support for and commitment to addressing the challenges of sustainability and citizenship education within the university curriculum (Bosio, 2021), recognizing them as essential environments for disseminating these principles by reorienting their educational, research, social outreach, and community engagement activities. Therefore, new research and educational practices for ECM are expected to guide the role and teacher training.
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