The current post-pandemic educational challenges necessitate a redesign of educational leadership that breaks away from the strategy of making minor, piecemeal adjustments to the education enterprise. This redesign, by definition, will disrupt and unsettle the power brokers that have a hold on the present state of education.
The article emphasizes self-reflection, posing critical questions about personal values and making decisions in alignment with those values. It asserts that a leader's core values, beyond skills, shape their character and relationships. It also highlights the role of values in decision-making, promoting internal cohesion, and meeting individual or collective needs.
This article looks specifically at how global citizenship education can contribute to providing learners with a vision and purpose to address the current global challenges. It suggests that one way of doing this is to look to the ideas of Paulo Freire and his vision of a pedagogy of hope.
The competencies and values fostered in the process of GCED are critical for the economic productivity and prosperity of individuals and contribute to inclusion, peace, equity, and sustainability in communities and societies.
Once inspired to seek the meaning of global citizenship as a personal aspiration, it is not a stretch for young persons to feel a sense of responsibility for their interconnected planet and take whatever action they can to protect and sustain it.
As systems move forward with redesigning education, a critical component should be teaching students to be globally competent. How can education systems necessitate a blend with balanced technological guidance to make the youth future-ready?
The extensive variety and diversity are valuable, as the variations reflect the values and ideas of those building and engaging in SEL efforts in diverse contexts around the world.