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Global Education and Critical Thinking: A Necessary Symbiosis to Educate for Critical Global Citizenship

Global Citizenship Education (GCE) is a topic of relevance in current international educational debates, which increasingly focus on the formation of critical citizenship. This makes it necessary to discover from a critical pedagogical perspective the relationships between this pedagogical approach, Critical Thinking (CT), and GCE. Throughout this study, through an extensive theoretical review of the literature, we try to show the characteristics in which critical pedagogy, GCE, and CT converge, giving rise to the Critical GCE towards which we must move today. Therefore, this study is revealing for discovering the path towards which GCE is currently heading by clearly showing the symbiosis between CT and GCE. In conclusion, if we want to educate global citizens, it is necessary not only to have a strong background in GCE but also to develop CT to understand global society critically and the need to act to try to transform the world into one free from oppression and injustice.

1 Introduction

Global Citizenship Education (GCE) in recent years stresses the need to create critical citizens to go beyond putting themselves in the situation suffered by people living in impoverished countries; that is, it is intended that Critical GCE – or for social transformation – instructs literate people who think critically and act to transform society through dialogue and respect (Bosio & Waghid, 2022 ; País & Costa, 2020; Torres & Bosio, 2020 ).

Now, what is scientific-critical literacy? The concept of scientific literacy has several interpretations, such as Bybee ( 1996 ) points out four types of scientific literacy: nominal, functional, conceptual–processual, and multidimensional; Hurd’s ( 1998 ) notion, understanding it as a civic competence should develop the ability to think rationally about social, political, economic, or personal issues. Scientific literacy is linked to the development of Critical Thinking (CT) and is understood as the civic competence necessary to think rationally about socioeconomic or personal issues; therefore, a literate person can: differentiate ideas, analyze data, and use scientific knowledge, appreciate the various perspectives (environmental, socioeconomic, and political) from which a problem can be faced, analyze information, apply scientific knowledge, make decisions, and act to solve complex situations (Anderson, 2019 ; Tenreiro-vieira & Vieira, 2013 ).

Educational centers should be aware of the importance of educating literate people who have a global and contextualized vision of social reality. However, this is not usually the case because schools tend to transmit content in a decontextualized and fragmented manner by subject; this results in ending up leaving aside the conflicts that occur in the world and that affect, in one way or another, the daily lives of students (De Castro, 2013 ; Maithreyi, Prabha, & Viknesh, 2022 ). This idea is reflected in the International Manifesto on the GCE elaborated by Oxfam ( 2008 ), which states that educational processes are related to the “growing complexity of the social, economic and political processes of the world in which we live, […] the school continues to be organized today according to an inefficient educational model that does not always respond to the challenges of our contemporaneity” (Oxfam, 2008 , p. 4).

The undeniable role of educational institutions in transforming society from a critical perspective has been one of the topics of pedagogical debates since the end of the twentieth century (Aubert, Duque, Fisas, & Valls, 2004 ; Balls, 2021 ; Hodorovská & Rankovová, 2023 ). Several authors of great pedagogical relevance defend critical pedagogy: Apple ( 2000 , 2002 ), Dewey ( 1938 ), Freire ( 1967 , 1970 ), Giroux ( 1980 , 1997 ), Kincheloe ( 2008 ), Macedo ( 1994 ), or Willis ( 1988 ). Among them, it is worth highlighting Giroux ( 1997 ) who understands critical pedagogy as an “ethical project with roots in critical theory, so that it incorporates both a vision of how society should be constructed and a theory of how current society exploits, dehumanizes and denigrates certain groups of people” (Scott, 2007 , p. 103).

For his part, Freire ( 1997a , b ) does not conceive of an education that does not promote training in values and affirms that the approach to educational reality must be carried out critically in order to transform it and also achieve a change in citizenship. In agreement with this author, Dewey ( 1938 , 1995 ) defends that from education, people should be trained to understand the need to act to transform social reality (Feinberg & Torres, 2014 ). For this reason, critical education is constantly evolving to adapt to the changes occurring in the world, and therefore, from the educational field, it should never “lose sight of the fact that its fundamental concern is human suffering” (Kincheloe, 2008 , p. 40).

Currently, critical pedagogy continues to develop from a similar perspective, seeking an understanding of both the world and the educational system that does not focus solely on the mere acquisition of content. Post-critical or post-modern authors (Astolfi, 1999 ; Morín, 1987 , 2000 ) are situated under this perspective and not only promote renovating currents at the curricular level or the acquisition of knowledge but also emphasize the need to move to action. In this sense, Astolfi ( 1999 ) points out that “learning is not only increasing the “stock” of knowledge, but also […] transforming the ways of conceiving the world” (Astolfi, 1999 , p. 65). Another of the postmodern pedagogues mentioned earlier is Morín ( 1987 , 2000 ), who speaks of complex thinking and indicates a “primordial need to learn to contextualize and, better said, to globalize; that is, to situate knowledge in its organized whole” (Morín, 2000 , p. 61).

These ideas, which underlie Morin’s approach and those of the referent authors in critical and post-critical pedagogy mentioned above, are reflected in the notion of Critical GCE in current research and in the urgency of moving towards the development of global citizens who think critically (Dill & Zambrana, 2020 ; Santamaría-Cárdaba, Martínez-Scott, & Vicente-Mariño, 2021 ). Therefore, Critical GCE seeks to go beyond sensitizing people by promoting the need to act and acquire knowledge in a contextualized manner favoring CT so that everyone understands his or her role in the global society.

2 CT: Key to Global Citizenship

CT is essential in education for global citizenship, but for what reasons? What are the characteristics of CT and why are they related to Critical GCE? This section provides answers to these questions, and therefore, before trying to define CT, it is necessary to highlight some of the most relevant ideas on this issue: 1) thinking carries with it the assimilation of content because we always think about something; 2) thinking is the most valuable way in which people assimilate knowledge through 3 operations: perception, acquisition, and retention; 3) obtaining new knowledge is only possible thanks to the inference capacity of our thinking, which initially starts from the notions already acquired.

There are multiple conceptions of what CT is due to the fact that it is an issue present in various academic fields, but none is universally accepted (Paul & Elder, 2002 ; Philley, 2005 ; Tenreiro-Vieira & Vieira, 2013 ). This lack of consensus leads to the consideration of all notions about CT which encourages Delphi studies on the definition of this concept (Facione, 1990 ). Table 1 shows the definitions proposed by the most relevant authors: Beyer ( 1985 ), Ennis ( 1985 , 1987 , 1996 ), Facione ( 1990 , 2007 ), Halpern ( 1998 , 2006 , 2014 ), Kurfiss ( 1988 ), Lipman ( 1998 ), McPeck ( 1981 ), Paul ( 1993 , 2005 ) or Paul and Elder ( 2002 , 2003 ), among others.

Definitions of CT

Note. Own elaboration.

After observing the definitions given above, a question arises: is CT considered a skill or a way of thinking and a set of capabilities? If attention is paid to the above definitions, it is possible to understand which notion of CT is defended by each author; specifically, CT as a skill can be seen in the definitions of Beyer ( 1985 ), Halpern ( 1998 , 2006 , 2014 ) and McPeck ( 1981 ). However, in the idea of CT as a way of thinking and set of skills is found in the definitions of Ennis ( 1985 , 1987 , 1996 ), Facione ( 1990 , 2007 ), Franco et al. ( 2017 ), Paul ( 1993 , 2005 ), Paul and Elder ( 2002 , 2003 ), Saiz ( 2017 , 2018 ), Solbes and Torres ( 2012 ), and Tamayo et al. ( 2016 ). However, not all definitions of CT can be framed within these two perspectives as is the case of those proposed by Kurfiss ( 1988 ) and Lipman ( 1998 ).

Based on the above definitions, it is possible to appreciate traits in common among them and some allusion to the dimensions of CT, which are: knowledge, norms, dispositions, and capabilities (Vieira, 2018 ). Beyer ( 1985 ), Ennis ( 1985 , 1987 , 1996 ), and Lipman ( 1992 , 1998 ) refer to the capabilities dimension in their definitions by conceiving CT as the ability to analyze information to rely only on reliable sources and to establish reasoned conclusions. Like these authors, Facione ( 1990 , 2007 ) adds to the performance of information analysis the skills of interpreting, evaluating, and drawing inferences to make informed judgments. For his part, Halpern ( 1998 , 2006 , 2014 ) states that the critical thinker must be able to solve problems and make decisions; even, Saiz ( 2017 ) points out that CT requires the ability to reason and decide to solve conflict.

Kurfiss ( 1988 ) focuses his definition on the knowledge dimension, commenting on the need to possess all possible information to be able to investigate a problem and propose hypotheses. In turn, Lipman ( 1998 ) stresses the relevance of knowing the context being studied in order to make reasoned judgments. Likewise, Paul ( 1993 , 2005 ) together with Paul and Elder ( 2002 , 2003 ) emphasize that CT should consist of knowing oneself to improve the quality of reasoning. Tamayo et al. ( 2016 ) propose that CT requires the acquisition of knowledge that allows one to doubt what is established as true to put all issues in doubt and thus place thinking before the need to resolve a conflict.

As McPeck ( 1981 ), Solbes and Torres ( 2012 ), and Walters ( 1994 ) warn, CT requires dispositions, i.e., a critical thinker must be sensitized and informed to act and participate responsibly in society. In this sense, the dimension related to standards is implicit in all the definitions analyzed since a critical thinker must be rigorous, precise, use reliable sources, and be responsible taking into account the social and cultural context of the problem under study. It should be noted that the definition of CT proposed by Franco et al. ( 2017 ) compiles these dimensions noting that CT integrates capacities, dispositions, knowledge, and norms to achieve making assessments, deciding, and solving problems.

In summary, the diversity of definitions provides a wide range of possibilities when it comes to understanding CT. However, if we try to synthesize all the definitions compiled, we could define CT as a way of thinking that comprises various skills to enable people to analyze any situation or problem, differentiate irrelevant information from important information, seek various explanations, establish reasoned and truthful judgments based on evidence, be able to make decisions, and act in search of the best possible solution.

2.1 Components of CT and its Purposes

After understanding what CT is, it is important to comment on the elements that make up this thinking. Plummer, Kebritchi, Leary, and Halverson ( 2022 ) point out the relevance of possessing skills such as interpreting, analyzing, or inferring, although these should not be the objective of CT teaching and assessment. Nowadays, it is considered that the acquisition of skills may not imply CT, since it is likely that they are possessed but that they do not know how to apply them correctly; thus, it is the dispositional or attitudinal component that promotes the ability to adequately apply their skills to think critically. For this reason, most of the reference authors in this field (Ennis, 1996 ; Facione, 2007 ; Halpern, 1998 ; McPeck, 1981 ) consider, from the philosophical viewpoint, that CT is constituted by two elements: cognitive skills and dispositions or attitudes.

In line with this idea from the perspective of psychology, Saiz ( 2018 ) considers that CT has two types of components: cognitive and non-cognitive. The cognitive ones are associated with skills and are only “the processes of perception, learning, and memory […], thinking is an acquisition process, inferential in nature, which encompasses any form of reasoning” (Saiz, 2018 , p. 21). While the non-cognitive or motivational ones are linked to feelings, emotions, or attitudes. The components of CT are interrelated in such a way that “we reason and decide to solve, and we solve to achieve” (Saiz, 2018 , p. 24); that is, people act to change a situation that is unsatisfactory to them and prevents them from achieving well-being.

Therefore, the purpose possessed by the development of CT capabilities is linked to the formation of an active citizenship that understands and acts critically in various “contexts and situations of everyday life, from understanding the meaning of a news item […]; through decision making and personal problem solving […]; to participation in decision-making on public issues” (Vieira, Tenreiro-Vieira, & Martins, 2010 , pp. 101–102). For this reason, didactic resources should be designed based on the dimensions mentioned earlier to promote CT citizenship.

2.2 Capacities, Dispositions, and Difficulties of CT

The complexity of defining the term CT is also reflected when it comes to agreeing on the skills that a critical thinker must develop; in this situation, Tenreiro-Vieira and Vieira ( 2000 ) have been used as a reference and the skills that must be possessed to think critically according to the most relevant authors in the area of CT have been synthesized in Table 2 .

CT capabilities according to different conceptual definitions

In summary, what are the skills that a critical thinker should possess? The most relevant skills that make CT based on Paul ( 2005 ) and Santiuste et al. ( 2001 ) are 1) understanding (identifying the problem and discovering the existing relationships); 2) analyzing (analyzing the information available on the problem, causes, effects, etc.); 3) inferring (inferring data or information that does not appear explicitly on the problem); 4) proposing solutions (being able to formulate solutions to problems and overcome obstacles), and 5) making decisions (choosing a plan of action to achieve a proposed objective).

Before concluding this section, the existing difficulties in proceeding to think critically should be pointed out, which according to Solbes and Torres ( 2012 ) are 1) assuming science as a distant and decontextualized knowledge, which entails not being aware of current social problems; 2) questioning opinions and beliefs based on dominant discourses and ignoring indirect interests; 3) analyzing socio-scientific problems encompassing all their dimensions (scientific, ethical, cultural, social, etc.); 4) to make value judgments on socio-scientific and technological issues in terms of their contribution to the resolution of global problems; and 5) to avoid comfortable and passive attitudes.

Therefore, the formation of a critical global citizenship involves the acquisition of a scientific-critical literacy and is the key to the GCE, by trying to create people capable of thinking for themselves, questioning everything, analyzing both their local and international contexts, comparing the different existing perspectives, and acting by making their own decisions in the face of any problem or situation of injustice.

3 GCE from a Critical Pedagogical Perspective

Education plays a leading role in developing CT to promote democratic citizenship that acts against inequalities and situations that cause suffering to people (Jamatia, 2022 ; McLaren & Kincheloe, 2008 ; Peach & Clare, 2017 ). For this reason, educational centers should enhance the critical literacy of students so that they understand the situations of injustice and contradiction present in today’s world; that is, they should develop a democratic and critical view of reality at both global and local levels to transform the world (Giroux, 2003 ; Jones & Manion, 2023 ).

The Critical GCE seeks to avoid passivity in citizenship, promoting consciences that do not accept existing inequalities and favoring their protagonist in individual and collective actions to try to curb social injustices. Therefore, the aim is to create critical global citizenship, which is why it is argued that education should promote egalitarian societies in which any type of discrimination or oppression should be sold (Leite, 2022 ; Melber, Bjarnesen, Lanzano, & Mususa, 2023 ). In addition, the training provided by schools should not be limited to the memorization of content, since practical exercises should be used to prepare people to live in today’s society (Borghi, 2012 ; McArthur, 2023 ). In other words, if the aim is to educate people who actively participate in transforming society, they must learn by doing.

Thus, if the aim is to build an active global citizenry that participates in today’s democratic society, it is imperative that people do not merely understand issues superficially and that they reflect to make informed judgments (Naiditch, 2010 ; Peach & Clare, 2017 ). As Kitts ( 2022 ) warn, critical pedagogy must be contemplated in educational curricula to be more effective for teachers and students.

However, what are the features of critical citizenship? Table 3 shows these characteristics according to Johnson and Morris ( 2010 , 2012 ) who base themselves on the four objectives of citizenship education proposed by Cogan, Morris, and Print ( 2002 ): “the knowledge, skills, values, and dispositions of citizens” (p. 4).

Features of education for critical citizenship

Note. Own elaboration; own adaptation from the study by Johnson and Morris ( 2010 , p. 90).

In accordance with the above characteristics, it can be seen that education for social transformation requires citizens to know both the reasons for social inequalities and their rights and to be aware of their capacity to act on reality (Mata, Ballesteros, & Padilla, 2013 ). Andreotti ( 2006 ) adds, as previously mentioned, that it is essential to make students critically literate in order for them to understand social reality and North–South inequalities since critical literacy is a key dimension for Critical GCE.

This same author, after studying the arguments on global citizenship proposed by Dobson ( 2005 , 2006 ) and analyzing the effects of colonialism on North–South relations according to Spivak ( 2003 , 2004 ), made a comparison between the soft GCE and the critical GCE. In this sense, recent studies such as those by Andreotti ( 2022 ), Bosio and Waghid ( 2023 ), Giroux and Bosio ( 2021 ), McLaren and Bosio ( 2022 ), or Stein, Andreotti, Suša, Ahenakew, and Čajková ( 2022 ) analyze from a decolonial perspective the importance of educating people who question the information they receive and can think critically from the perspective of GCE.

Understanding Critical GCE in the same way as DeLeon ( 2006 ), as both consider that advocates of critical pedagogy understand education as an act of public character through which they seek to “transform schools towards the pursuit of social justice […] and use education to generate social change and empower educational actors” (DeLeon, 2006 , p. 73). This vision of education as a means to transform society permeates the current GCE, since the Critical GCE requires that people possess the ability to think critically to understand the causes of inequality and social injustices so that they can act to transform society and defend human rights.

The critical citizenship referred to in this study must possess a high level of social responsibility, think critically, and be aware of global problems. This same concept of critical global citizenship is used by Oxley and Morris ( 2013 ) to refer to people who focus on reducing inequalities and actively advocating for social justice; likewise, these authors include the notion of social global citizenship to allude to citizenship that is grounded in critical and postcolonial ideas. However, Jooste and Heleta ( 2017 ) use another different denomination when referring to critical global citizenship as “scholarly” citizenship, which they differentiate from “closed-minded” citizenship being the one that does not care about people living in other areas of the world or possessing another religious ideology.

Today’s changing society makes it necessary for people to acquire various competencies in order to act appropriately in complex situations, and the way forward is CT. Therefore, the formation of critical global citizenship carries with it the development of CT by focusing on “inequality and oppression, critiquing the role of current power relations and economic agendas” (Goren & Yemini, 2017 , p. 171). Authors such as Johnson and Morris ( 2012 ) already announced that CT was directly related to critical pedagogy; in this line, Lipman ( 2003 ) and Moon ( 2008 ) emphasize that the acquisition of new knowledge and the ability to make a judgment are two key aspects of CT and conscientization because “it involves the discovery that one is oppressed and the judgment that such hegemonic power exists in society” (Johnson & Morris, 2012 , p. 286).

4 Conclusion

The GCE that is currently emerging seeks the formation of global and critical citizens, giving rise to a union between the characteristics of the GCE and those of CT, which configures the Critical GCE. Figure 1 illustrates the convergence between the definition and dimensions of both issues; specifically, the definition of GCE and the dimensions proposed by Ortega ( 2007 , 2008 ) are included, and a definition of CT is shown together with the dimensions established by Vieira ( 2018 ), and the result of this union is captured in the definition of Critical GCE, and the dimensions proposed by Johnson and Morris ( 2010 ).

Critical GCE as an area of confluence between GCE and TC. Note: Own elaboration.

As can be seen in the previous figure, the vision of Critical GCE already implies the need to think critically and has dimensions similar to those of CT, since, although it does not have a dimension called thinking criteria, all of them are implicit in the dimensions of Critical GCE.

In conclusion, critical global citizenship needs not only to have solid training in GCE but also to develop its CT as a necessary symbiosis to understand society from a critical perspective, thus aiming to act against injustices and promote a change towards a more sustainable and just society.

Funding information : This study has been funded by the Ministry of Universities through the University Teacher Training (FPU) sub-programme (Reference FPU16/01102).

Author contributions: Noelia Santamaría-Cárdaba has developed this research as part of her doctoral thesis and is the result of a stay at the University of Aveiro. She has written the complete article. Vanessa Ortega-Quevedo has revised and helped to improve the critical thinking section. Judith Cáceres-Iglesias and Katherine Gajardo have revised, corrected, and translated the article into English.

Conflict of interest: The authors state no conflict of interest.

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Knowledge and Skills for Becoming Global Citizens

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January 30, 2013

The current education e-discussion for the post-2015 development agenda on the  World We Want platform offers an opportunity for all stakeholders to weigh in on the issues of global citizenship, jobs and skills. This consultation, taking place from January 23 to February 6, is gathering views from around the world to build a collective vision for the education sector on priorities for a post-2015 development framework.  This discussion is not only important in building education sector consensus, but it is also important because a summary of these opinions will be given to the United Nations General Assembly and world leaders when they meet in September to propose a new development agenda. The Center for Universal Education encourages all stakeholders to add their voice to this discussion .

As pointed out within the World We Want consultation, ensuring that education produces individuals who can read, write and count is an important but insufficient step toward global development. The 2012 Education for All Global Monitoring Report Youth and Skills: Putting education to work noted that, beyond the foundational skills of literacy and numeracy, transferrable skills—such as problem solving and leadership skills—and technical and vocational skills that impart specific technical know-how are needed.  To be relevant, education must provide young people with the necessary knowledge and skills to become “ responsible global citizens who can take joint actions .”  Just which knowledge and skills will enable young people to reach this goal is a current matter of debate.

While there are clearly many important ways in which education contributes to global citizenship knowledge and skills, based on our research, one issue is clear: Given the global, interconnected challenges of sustainable development, peaceful and inclusive society building, and climate change mitigation and adaption, it is essential to prioritize knowledge and skills that are linked to 21st century livelihoods, conflict resolution and sustainable development. These skills include critical thinking, problem solving, and relevant content knowledge like environmental and climate change education, disaster risk reduction and preparedness, sustainable consumption and lifestyles, and green technical and vocational education and training.

Learning for Resilient, Sustainable Societies

The past 20 years have seen an accelerated process of globalization that has impacted countries around the world.  However, not all have benefited equally and many have benefited little or not at all from this process.  Moreover, a global economy based on current patterns of consumption and production is placing heavy stresses on many ecosystems.  As such, sustainable development—or development that meets the needs of the present without compromising the ability of future generations to meet their own needs—continues to be an unrealized goal.

As expanded upon in a recent Environment Magazine article and Brookings Center for Universal Education commentary on learning for sustainable development, the education sector can help shift the global demand away from resource- and energy-intensive commodities and towards green products, the production of such commodities, and in sustainable lifestyles.  Empowering learners to contribute to sustainable development helps to make education more relevant and responsive to contemporary and emerging challenges.  For instance, a green economy calls for seizing opportunities to advance economic and environmental goals simultaneously.  Education can assist in the process of shifting the global demand away from resource- and energy-intensive commodities and towards greener products and technologies, sustainable lifestyles and less pollution.  Moreover, restructuring towards a green economy will require transferable skills, ones that are not necessary linked to specific occupations.  Thinking critically, solving problems, collaborating and managing risks and uncertainty are core competencies that are critical for employment in a green economy and living together peacefully in a sustainable society.

Since the effects of climate change are already being felt, the education sector can also play a critical role in teaching relevant skills for successful climate change adaptation and mitigation.  Teaching and learning should integrate environmental education, climate change and scientific literacy, disaster risk reduction and preparedness, and education for sustainable lifestyles and consumption.  Learners need a basic understanding of scientific concepts, including knowledge of the history and causes of climate change; knowledge of and ability to distinguish between certainties, uncertainties, risks and consequences of environmental degradation, disasters and climate change; knowledge of mitigation and adaptation practices that can contribute to building resilience and sustainability; and understanding of varying interests that shape different responses to climate change and the ability to critically judge the validity of these interests in relation to the public good.  Furthermore, evidence shows that educational interventions are most successful when they focus on local, tangible and actionable aspects of sustainable development, climate change and environmental education, especially those that can be addressed by individual behavior.

For instance, in the Philippines , communities have worked with the ministry of education, Plan International and other partners to prepare children and young people to adapt to climate change, thereby reducing vulnerabilities and building resilient societies.  Children learned about climate change adaptation and how to reduce their vulnerability to disasters through education and training in early warning systems.  This included education on rain gauges, disaster simulation and drills as well as carrying out risk mapping and learning first aid, swimming and water safety.  Children were then encouraged to express what they had learned through theater and music activities, thus delivering information on potential hazards and the practical solutions to the hazards to their communities.  These efforts have already saved lives.  For example, in 2006 after three days of continuous rain in Liloan and San Francisco villages, children and adults used the knowledge they gained from adaptation-focused risk reduction contingency planning and evaluation procedures to evacuate before landslides covered their homes.

In another example, the Global Action Network for Energy Efficiency Education (GANE) is using a multi-disciplinary teaching and learning approach to change energy consumption behavior within education programs and training institutions.  In order to prepare the next generation of workers for an energy-efficient future, GANE engages young people in hands-on experiential learning that will prepare them for the energy efficiency job market. GANE’s Green Schools Program  in the United States provides training and tools that make students the focus of green schools by placing them in leadership positions to carry out energy diagnostics in their school building.  The green building becomes a learning lab for students to apply science, math and language arts to solve the sustainable energy and global climate change challenge.  Through basic changes in operations, maintenance and individual behavior, schools participating in the GANE Green Schools Program have reduced their energy consumption and equipped students to promote energy efficiency in their homes and communities.  Outside of the classroom, teachers, students and administrators’ knowledge and advocacy can influence their families, markets and decision-makers.

In order for education to truly be transformative and cultivate global citizens with a shared concern for the world, various strategies must be pursued, including: curriculum development for climate mitigation and adaptation community engagement and labor market partnerships, experiential learning opportunities outside the classroom, and safe and sustainable school environments. We must ensure that education systems work closely with community leaders and possible employers to cultivate experiences and knowledge that prepares young people for the labor market and for their future lives.  As is clear in these two examples, and supported by research from Bangladesh, El Salvador, India, Indonesia, Ghana, Kenya, Malawi, Nepal, the Philippines, Zambia and elsewhere, for global citizenship knowledge and skills to truly take hold, it is essential that community members, and especially young people, are empowered as active agents of change.

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Critical thinking is clear, rational, logical, and independent thinking. It’s about improving thinking by analyzing, assessing, and reconstructing how we think. It also means thinking in a self-regulated and self-corrective manner. It’s thinking on purpose! The Critical Thinking Workbook helps you and your students develop mindful communication and problem-solving skills with exciting games and activities. It has activities that are adaptable to any grade level you want. The activity pages in the Critical Thinking Workbook are meant to be shared and explored. Use it as an electronic document or as worksheets. You can either print off the pages and use them as activity sheets, or you can edit them directly right in the document on your computer. There are also Answer Keys for the activities that need them provided at the back of the book.

Global Citizenship Education: Topics and learning objectives

UNESCO has just launched its new publication on Global Citizenship Education (GCED) titled Global Citizenship Education: Topics and Learning Objectives. This is the first pedagogical guidance on GCED produced by UNESCO in an effort to help Member States integrate GCED in their education systems, formal and non-formal.

The guidance, presented during the World Education Forum 2015, suggests ways of translating GCED concepts into age-specific topics and learning objectives based on the three domains of learning – cognitive, socio-emotional and behavioural. It also presents examples of existing practices and implementation approaches in various countries. This pedagogical guidance can be adapted and implemented in an easy and flexible manner in any given context. It will be particularly useful for educators, curriculum developers, trainers as well as policy-makers but also other education stakeholders working in non-formal and informal settings.

The guidance was developed in consultation with experts on GCED from different parts of the world and it was field tested in selected Member States and various stakeholders including teachers, learners and ministry officials in all regions to ensure that the content is relevant and appropriate in various geographical and cultural contexts.  

This publication was produced with technical and financial support from the Asia-Pacific Centre of Education for International Understanding (APCEIU), a UNESCO Category 2 Centre. 

The publication in English is available here .

The French version will soon be available / La version française sera bientôt disponible.

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Bring the spirit of exploration to your classroom.

Ultimate Critical Thinking Cheat Sheet

18 thoughts on “ Ultimate Critical Thinking Cheat Sheet ”

Can I use this for company training? Is there a purchase/copyright.

Hi, Dale: You will need to contact the Global Digital Citizen Foundation to request permission to use this resource.

#hi, where can i get a chart?

Hi, Alma! The good folks at the Global Digital Citizen Foundation can help you here: https://globaldigitalcitizen.org/critical-thinking-skills-cheatsheet-infographic

Where is the actual critical aspect of the “thinking”? I would want to see, “What are the premises of the argument? Are they actually true? What evidence supports it and contradicts it? What other explanations might cause that result? What would be the result of the intervention? Does the proposed intervention actually address the problem identified? Is the problem identified the right problem?”

Thank you, PaulR! The fact that these basic rhetorical questions are missing from this infographic illustrates what is wrong with our current methods of “debate” on issues from climate change to healthcare.

Great post. Thanks

Excellent. Useful for the classroom.

Go to the previous page where you saw this graphic. There is a link above it that will allow you to download it.

I want to purchase

https://globaldigitalcitizen.org/critical-thinking-skills-cheatsheet-infographic

How may I obtain a copy? Thanks.

I’m interested in a copy too.

I’d like to get one too. How can one be purchased? Thank you

Is this a poster that can be purchased? How can I get a copy?

I would appreciate to know if someone have translated that Cheatsheet in French language

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Global Citizenship and the Sustainable Development Goals

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• Barbara Maria Sageidet 7 &
• Marianne Presthus Heggen 8  

Part of the book series: Encyclopedia of the UN Sustainable Development Goals ((ENUNSDG))

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Children as citizens ; Earth citizenship ; Eco citizenship ; Global dweller ; Global family member ; Planetary citizenship ; World citizen

Definitions

Global citizenship is a multiple perspective concept, related to the growing interdependency and interconnectedness between societies in economic, cultural, and social areas, through factors like increased international trade, migration, and communication. Global citizenship is also linked to concerns of global well-being, based on the understanding that global well-being also influences national and local well-being, and is a crucial factor for global peace. Global citizenship does not imply a legal status, but refers to the belonging to a broader community and common humanity (Lee and Fouts 2005 , p. 123), linking the local and global, and the national and international. Grounded in universal values, including respect for diversity and pluralism, global citizenship is a way of understanding and acting, and of relating oneself to...

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Sageidet, B.M., Heggen, M.P. (2021). Global Citizenship and the Sustainable Development Goals. In: Leal Filho, W., Marisa Azul, A., Brandli, L., Lange Salvia, A., Gökçin Özuyar, P., Wall, T. (eds) Reduced Inequalities. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-95882-8_45

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US allies react to Joe Biden dropping out of 2024 election race

LONDON ― Praise, acknowledgment it was a difficult decision, maybe a little relief.

These were some of the reactions from world leaders and officials to President Joe Biden's Sunday announcement that he was dropping out of the presidential race. Biden had been under intense pressure to step aside after a poor performance in a June debate against former President Donald Trump that highlighted concerns about his age.

While diplomatic protocol tends to limit what American allies will say in public about an active U.S. election, many international officials applauded what Biden had, in their view, done to give new energy to the NATO military alliance, his administration's support for Ukraine and for democratic principles around the world.

Live updates: Kamala Harris vs. Donald Trump upends the 2024 race for president

Germany's Chancellor Olaf Scholz said that thanks to Biden "transatlantic cooperation is close, NATO is strong and the USA is a good and reliable partner." British Prime Minister Keir Starmer said he made his "decision based on what he believes is in the best interests of the American people." Taiwanese lawmaker Wang Ting-yu said his country "appreciated" Biden's support for Taiwan "including arm sales and military aid."

Israel's Prime Minister Benjamin Netanyahu has had his differences with Biden over the country's war against Hamas in Gaza and other issues. However, Netanyahu said that when he arrives in Washington this week for a joint address to Congress he plans "to see President Biden, whom I've known for over 40 years. This will be an opportunity to thank him for the things he did for Israel in the war and during his long and distinguished career in public service."

Still, lurking beneath the admiration and gratitude for Biden's long political career may be a sigh of relief.

European officials have been saying in private for months that they were concerned about Biden's electability and what the impact of a second Trump presidency could mean for NATO, Ukraine and international cooperation.

'Dismay and disbelief': What US allies are saying about the chance of another Trump presidency

Michael Martins, the founder of London-based Overton Advisory, a political consultancy, said there is "low-level anxiety" in Europe about the implications of another Trump White House on U.S. foreign policy. He said this was particularly acute for nations in Eastern Europe, which are "much more exposed" to Russian aggression.

Trump has warned NATO allies he would encourage Russia "to do whatever the hell they want” to countries that don't pay their way in the alliance. He has also said he would consider letting Russia "take over" parts of Ukraine in a deal to end the war − and that he could easily resolve it in a single day.

One senior European official who spoke on the condition of anonymity Monday so as not to upset an administration his country may end up having to work with with said "everyone" − U.S. allies − was watching the election closely.

"People are trying to figure out what are the next steps and the consequences for themselves or their countries."

Biden has endorsed Vice President Kamala Harris , effectively giving her a leg-up in the fight for the Democratic nomination, though it's not clear she will be the candidate or be able to beat Trump.

President Joe Biden steps aside: Is America ready for President Kamala Harris?

There was less restraint in Russia, which used the announcement to bash Biden and the U.S. political system.

"The next step after Biden's written statement about withdrawing from the election race should be an investigation into the collusion of the American media and political circles," said Maria Zakharova , the spokeswoman for Moscow’s foreign ministry. Zakharova said that U.S. media and system had "hid the true state of affairs about his mental state, manipulating public opinion and playing along with one political party."