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Global citizenship education in the Moroccan curriculum: Are Moroccan learners being prepared for the global village?

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Abstract

This article probes students’ awareness of global citizenship and compares it with the content of the national citizenship syllabus to which they are exposed. The research reported herein examined pedagogical approaches to citizenship content, following a qualitative content analysis of textbooks and course packs. In addition, interviews were held with a group of students to explore how global citizenship education (GCE) content influences the knowledge, perceptions, and values of students, with the aim of gauging the depth of its impact. The results suggest that, though efforts have been made to incorporate GCE into the curriculum, several limitations weaken the links between students and their communities on the one hand, and the global community on the other hand. Furthermore, the pedagogy used to teach GCE content exhibits several shortcomings, as the tasks assigned to the students do little to promote critical thinking. In light of the results, several implications are discussed.

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Authors and Affiliations

  1. Chouaib Doukkali University, Jabran Khalil Jabran Avenue, B.P 299, 24000, El Jadida, Morocco

    Bouchaib Benzehaf & Hicham Zyad

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  1. Bouchaib Benzehaf
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  2. Hicham Zyad
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Correspondence to Bouchaib Benzehaf.

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Benzehaf, B., Zyad, H. Global citizenship education in the Moroccan curriculum: Are Moroccan learners being prepared for the global village?. Prospects (2024). https://doi.org/10.1007/s11125-024-09679-8

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