Teaching for Global Citizenship

Teaching for Global Citizenship: Unleash your potential

René Brauer (SBE), Herco Fonteijn (FPN), and Inge van der Putten (FHML) December 5th 2022 – February 2nd 2023
7,5-hour module, divided over several sessions/activities

The sessions in module 1 will be interactive and there will be a 30 minute preparation before the start of the first session. This will be sent in advance to all participants registering for the session.

UM’s strategic programme, The European University of The Netherlands, states: “UM (…) imparts on its students the core values of global citizenship”; “We will integrate competences such as global citizenship and 21st century skills into courses for students, enabling them to continue their personal and professional development after graduating”; “All our students develop global citizenship competences geared to the needs of the labour market, making them highly employable”.

Not every teacher will immediately know how to translate these lofty goals into action. Therefore, three independent CPD modules have been designed to help programme and course coordinators, planning group members, educational designers and interested teaching staff to understand what Global Citizenship Education (GCEd) entails and to embed (aspects of) GCEd into their course or programme. This first module is scheduled to start December 5th. Modules 2 and 3 will be on offer in Spring 2023 and all modules have been designed in such a way that they can be followed independently of each other.

This first module, Teaching for Global Citizenship: Unleash your potential, invites participants to become acquainted with GCEd, while we explore what drives us as teachers during gamified exercises. Participants will explore ways to inject GCEd in personally relevant teaching activities and/or the formal curriculum. This module has a study load of either 8 or 16 hours. Participants who opt for 16-hr module work on a personally relevant GC educational design problem. Afterwards, micro-grants will be awarded to help participants implement the most inspiring GCEd activities. The two onsite sessions in module 1 on December 5th and February 2nd will be interactive. Preparation materials will be sent in advance to all participants registering for the session.

The table below contains a detailed overview of the sessions in module 1.

Date Duration   Description
In participants’ own time 30 min online Participants prepare for the CPD sessions by watching a knowledge clip on the why and how of GCEd, and browsing examples of how aspects of GCEd are implemented across faculties.
Mon 5 Dec 13.00-16.00 3 hr onsite Theme: the teacher as a global citizen. After briefly recapitulating the overarching vision, participants identify what it means to be a global citizen, and try to make their personal vision and drives explicit. Next, the group will ideate on what this can mean in their teaching practice. Finally, participants can opt for an assignment that aims for either direct impact on their daily teaching practice, or indirect impact via constructive alignment of formal curriculum elements. They will also reflect on how to bring the discussion to their department/ community of practice.
Mon 9 Jan 16:00-17:00 Optional: 1 hr online Online check-in: participants can share progress, questions and feedback
Thurs 2 Feb 13.30-16.30 3 hr onsite Theme: teaching for global citizenship. After flexing creative muscles, participants will gather feedback on their assignment and relate this to their personal vision for GC.

Next, ideas for implementing GCEd are presented in a world café format. At different tables, ILOs, assessment, and teaching and learning activities are highlighted.

Participants opting for a 16hr module can send in a short report on their proposed GCEd innovation. They will receive feedback from moderators soon afterwards.

Inspiring proposals are eligible for microgrants.


Intended learning outcomes

  • Participants understand what GCEd entails and how it can be implemented
  • Participants can reflect on how being a global citizen impacts their teaching
  • Participants can integrate (facets of) GCEd in their teaching practice
  • Participants can constructively align aspects of a formal curriculum with GC competencies



René Brauer (SBE), Herco Fonteijn (FPN) and Inge van der Putten (FHML) are members of the UM GCEd working group and have monitored faculty implementation of GCEd initiatives at their respective faculties.



PLEASE NOTE that there are multiple sessions, all in English and planned to take place either on-campus or online (check the detailed overview above). You will receive the exact details in an outlook invitation prior to each session.

EDLAB is happy to offer this course to you free of charge.  Please note however that we have paid to develop and offer these sessions together with the trainer, so if you sign up but cannot attend, we would greatly appreciate it if you could give us at least 4 days’ notice so that we can advertise your spot to others who may be interested.  Failing to turn up or cancelling last minute may result in your department being charged cost price (please contact us for more details should you need to cancel).

EDLAB reserves the right to postpone this event should a minimum of 10 participants not be reached.

Activity full or can’t make these dates? Then sign up for the waiting list and we’ll let you know as soon as this event is scheduled again.

Upcoming modules (Spring 2023)
Disclaimer: all modules have been designed in such a way that they can be followed independently of each other. 

Module 2: Grappling with Social Inequalities in the Classroom.

The recent global upsurge of social movements such as #MeToo and Black Lives Matter have put issues of social inequality center stage. There has been a trend at Dutch universities to make issues of diversity and inclusivity a more central focus in teaching and research. This climate of identity politics and political correctness may cause insecurity among university teachers with regard to their courses and participating students. The overarching theme of this training centers around questions of social epistemology. In other words, what role does social identity play in how we produce knowledge and how we look at the world? How does our race/ethnicity, class, gender background impact our viewpoint on what we teach and how we teach it? How does our social location or positionality impact what and who we see and do not see in the class room? Some scholars argue that in dealing with positions of privilege such as whiteness we need to learn to tolerate discomfort so as not to reproduce inequality, i.e. power and privilege, in the classroom. We need to develop an ethics of vulnerability and critical hope. A vulnerability that encompasses an openness to change and a willingness to risk exposure. Critical hope is understood as an assurance that discomfort will be an opportunity for profound learning about the other and oneself.

Module 3: Citizenship for Sustainability

Sustainability has become an important lens through which teachers are looking at their curriculum. Interestingly, competences for education for sustainable development (ESD) largely overlap with competences for GCEd, including perspective taking, systems thinking, complex problem solving, normative competence and change agency, to name but a few. In this module participants will explore how sustainable development is impacting their field of study, and look at examples of how sustainability has begun to impact faculty programs. Lessons learned from the interfaculty minor Sustainability will be shared, and after critical discussion of Sustainable Development Goals, participants will identify opportunities for constructively aligning sustainability ILOs in their courses. Since both ESD and GCEd prioritize transformative engagement, participants will also explore CCCL methodologies that align with these competencies (e.g., project-based learning, challenge-based learning, community-engaged learning).