The first plenary session will highlight the multidimensional nature of the current crises, challenges, and solutions and discuss how GCED can/should amplify its interdisciplinary nature for more effective practice and pedagogy without overwhelming practitioners and learners. The discussion will revolve around salient current issues such as climate change, on the one hand, and the normalisation of violence, on the other, and how GCED should/could engender transformative learning and critical empowerment.

GCED in the digital world that connects and divides

This first plenary session will explore major possibilities and challenges that GCED faces in this digital era such as digital literacy, disinfodemic, increased connectivity and changing human relationship, digital colonialism, digital violenceand cyber wellness, personalized learning, etc. The discussion will also identify the current education trend and content.

This panel discussion will invite a range of key stakeholder groups working on/for GCED such as policy-makers, teacher education institutes, youth, educators, and civil society organizations to share their ideas and visions on the current efforts to ‘transform education,’ and on what needs to be done to ensure that education leads to transformative learning.

The concurrent sessions will showcase programmes and cases on how GCED can be implemented in various domains, ranging from curriculum to lifelong learning to teacher education.

Showcases of effective programmes to embed GCED into existing subjects, curricula, or other initiatives

The concurrent sessions will discuss and showcase transformative learning and critical empowerment for and through GCED from various contexts and stakeholders. In so doing, they will explore “competences” GCED tries to nurture in learners and educators as well as enabling conditions. Some key implications for GCED monitoring in such discussions will also be explored

The second plenary session will problematize the conventional approaches to “competences” and rearticulate global citizenship “competences” anchored in the idea of transformative learning for critical empowerment and social engagement. This will involve discussions of the breadth of skills constituted by and through GCED and enabling conditions, as well as how GCED principles are converted into actual teaching-learning practice, without reducing them to a technical matter and while maintaining a holistic and contextualised approach.

The concurrent sessions will showcase innovative teaching-learning methods and resources that educators can use to design and implement lessons integrating GCED, particularly towards critical empowerment and transformative learning.