Integration of GCED into ELT in Bangladesh

Global Citizenship Education (GCED) represents a transformative framework designed to equip learners for responsible participation in our interconnected world. In Bangladesh, incorporating GCED into English Language Teaching (ELT) offers a vital avenue for nurturing students into globally aware individuals. Since English acts as a global lingua franca, it provides an unparalleled medium for exploring international values and issues. Aligning GCED with ELT directly supports Sustainable Development Goal (SDG) 4, which targets inclusive, equitable, and quality education alongside promoting lifelong learning opportunities for all.

The urgency to integrate GCED stems from the need to instill crucial values in students, including peace, justice, respect, environmental stewardship, and empathy. These traits are fundamental for navigating complex global challenges like conflict, inequality, and climate change. ELT classrooms can serve as dynamic environments where students not only develop language proficiency but also critically reflect on these values through debates, narratives, and group projects. This combined focus enhances both their linguistic competence and their moral development, fostering a generation that is thoughtful, inclusive, and globally conscious.

Peace and justice are essential components of global citizenship. Given Bangladesh’s commitment to social harmony and balanced development, ELT can promote reasoned dialogue and critical thinking. Curriculum content can encompass themes of nonviolence, conflict resolution, and fairness, encouraging students to appreciate diverse viewpoints and advocate for equity. Such practices contribute to SDG 16, aiming for peaceful and inclusive societies. By developing respectful communication skills in English, students gain the tools necessary for engaging in civil discourse and strengthening social cohesion.

Respect and empathy are equally vital for shaping global citizens. ELT provides opportunities to introduce students to varied cultures, traditions, and perspectives, thus nurturing intercultural understanding. Through literature, media analysis, and classroom exchanges, learners can appreciate differences and build emotional intelligence. In Bangladesh’s multicultural landscape, this is particularly important for fostering tolerance and unity. Activities driven by empathy, such as role-playing or peer interviews, encourage students to understand others’ experiences, cultivating compassion and reducing prejudice—key qualities for global engagement.

Environmental awareness is another indispensable element of GCED. As Bangladesh confronts climate-related risks, ELT can be utilized to discuss sustainability, conservation, and ecological responsibility. Lessons can integrate vocabulary and themes related to pollution, nature, and climate action, merging language acquisition with environmental education. This supports SDG 13, which calls for urgent climate action. By inspiring students to think globally while
implementing changes locally, ELT can encourage eco-conscious behavior and community participation.

GCED principles are already incorporated within the national textbook, English For Today, as mandated by the National Curriculum and Textbook Board (NCTB). However, despite this curricular inclusion, the anticipated benefits often fall short in the classroom. The primary factor behind this discrepancy is that most English teachers lack adequate professional training on GCED methodologies and interactive teaching approaches. Consequently, teachers struggle to effectively implement these global concepts, frequently defaulting to conventional grammar drills and memorization techniques.The practical reality is that while GCED is present in the NCTB curriculum, students are not fully benefiting from this content to develop a global mindset.

This situation underscores that effective teacher training is fundamentally crucial for the successful delivery and integration of GCED. To resolve this, teacher development programs must prioritize GCED principles and interactive teaching strategies. Targeted workshops and resources should be developed to guide educators in creating lessons that seamlessly blend global themes with core language objectives. This essential professional shift will empower teachers to establish learning environments that are dynamic, inclusive, and socially relevant.

Technology holds the potential to significantly enhance GCED within ELT by connecting Bangladeshi students with their global peers. Virtual classrooms, online exchanges, and collaborative projects enable learners to practice English while actively addressing real-world issues. These experiences promote digital literacy and global awareness, particularly benefiting underserved regions. By using technology strategically, Bangladesh can democratize access to global education and contribute to SDG 10, aimed at reducing inequalities. Digital tools further allow students to explore global initiatives, participate in forums, and become contributors to positive societal change.

Integrating Global Citizenship Education into English Language Teaching in Bangladesh is a strategic imperative for building a future that is more peaceful, just, and sustainable. By embedding core values—such as peace, justice, respect, environmental awareness, and empathy—into ELT, and crucially, by ensuring robust training and support for teachers, educators can cultivate students who are not only proficient communicators in English but also well-equipped to thrive as active global citizens. This approach strongly reinforces the Sustainable Development Goals and highlights education’s powerful role as a catalyst for societal transformation. True change begins in the classroom, and the strategic integration of GCED in ELT is the key to unlocking that potential.

Assistant Professor of English, Kashinagar Degree College, chowddagram, Cumilla.

EYENEWS/RA