Challenges of global citizenship education: an analysis of innovative teaching practices in primary education

Abstract

This research analyzes the challenges of implementing Global Citizenship Education (GCE) through innovative teaching practices in primary education centers. A multiple case study design was adopted, utilizing a descriptive and interpretive approach. Purposive and convenience sampling were employed to select n =71 in-service teachers from twelve primary schools in southern Spain. These institutions were officially recognized for their track record in innovation and social commitment during the 2024–25 academic year. Data were collected digitally via an ad hoc 34-item questionnaire and analyzed using descriptive and correlational statistics, alongside hypothesis testing. The results reveal that the teaching staff exhibits a high ethical commitment and a very favorable attitude towards innovation, but they perceive barriers in institutional culture and leadership and in actual practice, especially in resource provision and school climate. The correlational analysis confirms that innovative and global teaching practice is more strongly linked to institutional culture and leadership than to individual attitude. Furthermore, the management team shows the greatest willingness to innovate and ethical commitment, while active participation in innovative projects is associated with superior teaching practice. It is concluded that GCE requires a transition from individual and isolated volunteerism to an institutional structure that supports it systematically, with strategic and committed leadership that acts as an engine for change towards social transformation and the achievement of common goals.