Abstract
ABSTRACT Given the pressing global challenges facing society, it is imperative that students are well equipped to contribute to solving problems, in an informed, ethical and meaningful way. This is the basis of global citizenship education, which is rapidly emerging in Higher Education policy as an important pedagogical philosophy and set of graduate attributes. We examined UK undergraduate student perceptions of global citizenship education (N = 202). Only 12.87% of students had come across the term global citizenship education, but a content analysis of their definitions demonstrated that they showed generally accurate understanding of the term. A thematic analysis of open-ended responses identified three dominant themes related to student perspectives on the concept of global citizenship education, (1) perceived importance of global citizenship education, (2) challenges within the conceptualisation of global citizenship and (3) perceived challenges with the subject-level implementation of global citizenship education. Implications for Higher Education policy and practice are discussed.
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