Global Citizenship Education (GCE) is increasingly recognized as a cornerstone of modern pedagogy, promoted by UNESCO (2016) to address the interconnected challenges of the 21st century. However, its implementation often gravitates toward neoliberal frameworks that prioritize individual competitiveness over collective transformation. This systematic review investigates the academic discourse surrounding transformative GCE between 2016 and 2022, focusing on its global interpretations and applications, with particular attention to the Spanish context where studies remain sparse. Using the PRISMA methodology, the study identified 35 key articles from databases including WoS, Scopus, and ERIC, highlighting significant contributions and gaps in the field.
The findings reveal two dominant narratives. The first, influenced by neoliberal ideals, equates GCE with the development of competitive citizens aligned with global market demands, often neglecting systemic inequalities. The second narrative advocates for a transformative approach, emphasizing critical consciousness, justice, and equity. This paradigm seeks to empower citizens to challenge systemic injustices and foster global solidarity.
Key themes emerge, including the tension between individualistic and collective goals, the impact of educational policy on curriculum design, and the need for decolonial and feminist perspectives to challenge ethnocentric norms. Furthermore, the research underscores the role of intercultural education in promoting inclusivity and the importance of teacher training to implement transformative practices effectively.
In conclusion, the study identifies essential elements for a transformative GCE framework, including fostering interdependence, embracing interculturality, and integrating critical pedagogies. It calls for collaborative efforts among educators, policymakers, and communities to reimagine GCE as a tool for global justice. Future research should explore practical applications and extend beyond Western-centric perspectives to ensure a truly inclusive approach (Rodríguez-Izquierdo & García Bayón, 2024).

This review adopts the PRISMA methodology to ensure a rigorous and transparent analysis of the literature on transformative GCE from 2016 to 2022. The study aimed to build on previous reviews, such as Goren and Yemini (2017), which focused on pre-2015 literature. Searches were conducted in WoS, Scopus, and ERIC databases using the Boolean formula: “TS=((global) AND (citizenship) AND (education) AND (Transform*) AND (school)).” The search process followed several stages. Initially, 84 articles were identified. After applying inclusion criteria (articles in English, Spanish, and Portuguese; relevance to school contexts) and exclusion criteria (non-educational research, duplicates, non-accessible documents), the sample was narrowed to 52 articles. Further screening based on titles and abstracts excluded 17 articles that did not align with the study’s objectives, resulting in a final sample of 35 articles. The analysis focused on two key objectives: understanding how GCE is conceptualized in academic discourse and identifying specific elements characterizing transformative GCE. Data from the selected articles were coded and synthesized using an emergent thematic approach. This process identified recurring themes such as the influence of neoliberal ideologies, the integration of critical and decolonial perspectives, and the role of teacher training in promoting transformative education. Limitations include potential biases in database algorithms, language restrictions, and the underrepresentation of non-indexed studies. Despite these constraints, the methodology ensures a comprehensive overview of current academic discourse on transformative GCE, providing a foundation for future research and practical applications.

This review highlights the complexity and diversity of GCE conceptualizations, revealing a dichotomy between neoliberal and transformative paradigms. While the former aligns with global market demands, the latter seeks to empower citizens to address systemic injustices through critical consciousness and collective action. The findings emphasize the transformative potential of GCE when it incorporates interdependence, interculturality, and justice-oriented pedagogies (Andreotti, 2006; Banks, 2017). Key elements include fostering awareness of global interconnectedness, promoting inclusivity through intercultural education, and integrating decolonial and feminist perspectives to challenge ethnocentric norms (Pashby et al., 2020). However, the literature reveals significant gaps, particularly in practical applications and teacher training, which are crucial for implementing transformative practices effectively. The Spanish context, characterized by a scarcity of studies, illustrates the challenges of adopting GCE in education systems dominated by nationalist and neoliberal ideologies. Despite these obstacles, examples from the Global South highlight the potential of GCE to foster critical citizenship and challenge hegemonic structures. To advance transformative GCE, collaborative efforts are needed among educators, policymakers, and communities. Future research should prioritize practical strategies for integrating GCE into diverse educational contexts, addressing the challenges of ethnocentrism, neoliberalism, and systemic inequality. By reimagining GCE as a tool for global justice, education can play a pivotal role in creating a more equitable and sustainable world.

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