Understanding GEL in Portugal demands looking at its informal and formal emergence (Coelho, Caramelo, & Menezes, 2019). Its informal rise exemplifies a critical orientation at the root of GEL, while its formal constitution links to larger European efforts (Coelho, Caramelo, & Menezes, 2019; O’Loughlin & Wegimont, 2014). Development NGOs were (and remain) central, while the field has expanded to formal education and policy level actors, reflecting European trends (GENE, 2022). Development Education and Global Citizenship Education have, therefore, shaped GEL in Portugal, exemplifying the varied and intersectional nature of GEL the Dublin Declaration alludes to. Grounded on a literature compilation over a decade (see ANGEL, 2020, 2021, 2022), firstly we discuss key trends and implications. Secondly, we consider the particular situation of GEL in teacher training and formal education in Portugal, given the high number of publications on these topics. In the last three editions of the Multilingual Global Education Digest we identified 119 documents in Portuguese published between 2010-2021, mostly after 2015. Academic journal articles are the main type of publication, followed by books and book chapters. Formal education has been the preferential focus of the literature on GEL in Portugal (n= 38), especially through the publication of academic articles reporting classroom interventions and books with pedagogical resources and/or guidelines for practice. This could be attributed to recent policy reforms defining students’ expected profile and reintroducing citizenship issues in the curriculum (Ministry of Education, 2017). GEL has also a growing presence in teacher education (n=19) and is often a topic addressed in pre-service teachers’ classroom projects during their practicum. This is visible in the relevant number of master dissertations published between 2010-2020 (n=48), exploring the integration of GEL themes (e.g., sustainability and diversity) in formal education contexts. In fact, research on teacher education in Portugal suggests that teachers are generally open to GE. Yet, they consider it too vague and complex, demanding support on appropriate teaching and assessment methods and better subject knowledge (Lourenço, 2021). This is aligned with recent policy documents calling for a need to “develop adequate structures of support for educators” to “bridge the gap between the willingness to integrate Global Education, and the confidence, skills, competencies and support to do so” (GENE, 2022:4-5). In short, together with a strengthened scientific debate, these data evidence the vitality of GEL in Portugal, as well as the need to further the discussion on teacher education.

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