GLOBAL CITIZENSHIP EDUCATION: A RESEARCH TRAINING IN PIEDMONT

The actions of teachers are crucial for transforming schools into spaces that prepare students to address global challenges (Bourn, 2022). Specifically, teachers must promote global competence in students, as emphasized in Goal 4.7 of the 2030 Agenda, which integrates Education for Sustainable Development (ESD) and Global Citizenship Education (GCED). To achieve this, teacher training programs are needed to recognize the transformative nature of these approaches and the necessity for a change in practices. A UNESCO systematic review identifies key factors for effective teacher education: integration of ESD and GCED, teachers’ active involvement, use of constructivist teaching strategies based on teachers’ existing ideas and misconceptions (Bourn et al., 2017). The University of Turin’s “Region 4.7 – Territories for Global Citizenship Educa- tion” project followed these principles. The program trained 282 teachers and indirectly impacted over 4,000 students (primary, secondary, and high school levels). Teacher training included reflecting on GCED and ESD models, assessing students’ starting levels, and considering classroom intervention strategies. It also focused on developing knowledge, cognitive skills, and affective dispositions (empathy, motivation, and self-efficacy), leading to behaviours aligned with global citizenship values. The paper discusses the research-training model, the components of global competence addressed, and the initial outcomes.