Abstract
Despite embracing GCED themes, the Lebanese National Curriculum faces multifaceted challenges rooted in conflict. The 1997 curriculum is still in effect with revision attempts encumbered. Interviews with 56 public school teachers in Lebanon confirm prevalent knowledge transmission practices of prescribed civics content and lack of support for progressive teaching and critical dialogue. Findings suggest few teachers prioritise GCED constructs, while most promote nationalistic citizenship notions contributing to marginalisation. Moving forward, teacher education should develop teaching practice and mindsets for sustainable GCED with the intent of emancipating teachers and students from the limitations of national curricula.
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