The policy framework for implementing the ECG in secondary schools. International perspectives and local implementations

Abstract

This article presents the results of research conducted as part of the GloCivEd project, which analyses international and national policies on global citizenship education (GCE). The study compares concepts, values and meanings attributed to GCE at the two levels of education policy by analysing 22 documents produced by leading international organisations and Italian legislation (Law 92/2019 and Guidelines 2024). The results reveal that, despite being recognised in global agendas as a means of addressing contemporary challenges, GCE struggles to be translated into coherent national policies. In Italy, there is a lack of integration, as well as persistent ideological tensions relating to cultural sovereignty and the defence of identity. The stu-
dy therefore calls for national policies to be rethought in a more dialogical and interconnected way, in order to enhance the global perspective while still taking into account the specifics of local contexts.