Integrating global citizenship education in english language teaching: a comparative analysis of Brazil, Portugal, and Mozambique
Abstract
This study explores the integration of Global Citizenship Education within English Language Teaching across different educational contexts, focusing on Brazil, Portugal, and Mozambique. Through a comparative analysis, the study examines policy frameworks, cultural adaptations, and pedagogical challenges in each country. It investigates how national curricula incorporate Global Citizenship Education principles, the role of educators in fostering global awareness, and the extent to which English Language Teaching serves as a vehicle for intercultural competence and social responsibility. Findings highlight disparities in policy implementation, resource allocation, and teacher preparedness, revealing both commonalities and unique barriers across contexts. The study proposes a globally adaptable pedagogical framework that aligns English Language Teaching methodologies with Global Citizenship Education objectives, ensuring a more inclusive and transformative learning experience. The results contribute to discussions on international education policies and the role of language teaching in cultivating global citizenship.
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