Outcome Paper - International Forum on Global Citizenship Education

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Table of Contents
1. Executive Summary ....................................................................................................................... 3
2. Opening Session and Keynote ....................................................................................................... 7
3. Parallel Panel discussions ............................................................................................................ 10
Panel 1: Developments in Policy Making for GCED in the Age of AI and Climate Change .............. 10
Panel 2: Universities and Higher Education - GCED Challenges and Success Stories from
Universities around the World ........................................................................................................ 11
Panel 3: Young Changemakers’ Action – Best-Practice Examples from Young Global Citizens ...... 12
4. Closing Ceremony ........................................................................................................................ 13
5. Co-Hosts of the <strong>International</strong> <strong>Forum</strong> on Global Citizenship Education ...................................... 14
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1. Executive Summary
The first <strong>International</strong> <strong>Forum</strong> on Global Citizenship Education, hosted by the Ban Ki-moon
Centre for Global Citizens, in collaboration with the Permanent Mission of the Republic of
Korea to the UN in Vienna and the Salzburg Global Seminar, took place on 14 November
2023, at Schloss Leopoldskron in Salzburg, Austria. The event was held as part of Salzburg
Global Seminar’s weeklong education program Civic and Civil Education: Identity, Belonging
and Education in the 21 st Century.
Under the patronage of the 11 th President of Austria, Dr. Heinz Fischer, the <strong>Forum</strong> brought
together over 100 thought leaders, policymakers, experts, and students from around the
globe to explore and discuss the critical role of Global Citizenship Education in shaping a
more interconnected and inclusive world in the age of Artificial Intelligence and Climate
Change.
The <strong>Forum</strong> featured a high-level opening ceremony which was followed by a keynote address
by Prof. Willem Jonker, Chair of the Dutch AI program AiNed and former CEO of the
European Institute of Technology, that set the tone for the discussions. Three parallel
moderated panels featuring esteemed international speakers delved into the most crucial
developments, challenges and success stories in Global Citizenship Education.
The organisers are delighted to express their sincere appreciation for the diverse group of
participants who joined from around the world. Attendees from Sierra Leone, the
Netherlands, Spain, Portugal, Canada, the US, South Korea, Austria, Italy, the UK, France, and
numerous other locations contributed to the rich tapestry of perspectives present. The
global representation enhanced the discussions and knowledge exchange throughout the
event.
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Key outcomes include: 1
Exploring a Spectrum of Educational Challenges:
Diverse challenges in global education were highlighted, focusing on issues such as inequalities,
imbalances, ignorance, closed minds, and fear. Proposed solutions centred around collective
responses, open-mindedness, and collaborative action.
Addressing Educational Inequality Amidst the Pandemic:
The exacerbation of educational inequality during the Covid-19 pandemic was discussed, with
solutions emphasizing the alignment of technology with majority needs and the pivotal role of
human rights and values in education.
Global Responsibility and Interconnectedness:
Challenges related to climate change and digitalization were addressed, emphasizing the global
responsibility to 'leave no one behind' and promoting interconnectedness (Ubuntu). This
involves respecting others at global and national levels, fostering diversity, and expressing
belief in the possibility of positive change.
Confronting Societal Crises Through Education:
Multifaceted societal crises, such as climate issues, armed conflicts, and sovereign debt, were
examined. Proposed solutions included infusing joy and emotions into education, nurturing
creativity in children, and instilling a belief in individuals' ability to contribute to a better future.
Navigating the Impact of Digitalization:
Beyond traditional education, discussions delved into challenges posed by digitalization,
including concerns about control, access, gender bias, algorithmic manipulation, profiling, and
organizational complexity. Governance, especially considering upcoming AI regulations, was
emphasized as a crucial solution.
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In a recent policy paper by the Solidar Foundation some challenges and pointers for improvement of GCED
are explored, including enhancing the engagement of Civil Society Organizations, ensuring the availability of
sustained funding opportunities, encouraging collaborative initiatives, providing capacity-building initiatives,
creating open fora for dialogue and contemplation, teacher training, and lifelong learning: Solidar
Foundation, "WE ALL BELONG: The role of GCE in supporting democratic participation and addressing current
global challenges," November 2023, accessed 29 November 2023, chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.solidar.org/system/downloads/attachments/00
0/001/766/original/Policy_<strong>Paper</strong>_Global_Citizenship_Education.pdf?1699630508
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Connecting Global and Local Education:
This challenge revolved around justifying inclusive global efforts in local contexts, combating
negative perceptions of internationalization, and recognizing structural differences in global
education access. Suggestions included incorporating international experiences, connecting
local businesses to global education programmes, offering double degrees, promoting
cultural exchange, and involving a variety of guest lecturers to foster collaboration and
change. The importance of addressing resource disparities and systematically investing in
education to break the cycle of reproducing inequalities was emphasized.
Sustainable Solutions for Rural Education:
A detailed conversation unfolded around the Light to Read initiative in Ghana, aiming to
enhance rural education through sustainable energy. Key themes included the critical roles
of leadership, innovation, and collaboration, with a specific emphasis on engaging young
leaders in addressing challenges related to education access.
Awareness, Knowledge, and Activity:
It was pointed out that merely providing education is not enough. Students must also be
engaged to contribute effectively to GCED. Enjoying the benefits of education and accepting
associated responsibilities are crucial. Involving students in curriculum establishment,
engaging them in real-world activities, and fostering a shared commitment to sustainability
and GCED values are possible approaches that were proposed. Flexibility in teaching and
knowledge transfer was proposed to overcome rigid institutional structures.
Addressing Teacher Preparedness Challenges:
One aspect of the discussions centred on the challenges associated with preparing teachers
for GCED. The emphasis was on providing targeted training opportunities, particularly for
higher education teachers. Notably, initiatives like empowerED were recognized for
effectively guiding educators with comprehensive lesson plans.
Blending Formal and Nonformal Education:
Initiatives that seamlessly integrate formal and nonformal education to promote acts of
citizenship were shared. The discussion underscored the importance of providing teacher
support and training to incorporate sustainability into content-heavy curricula. Empowering
students to actively engage in their learning journey was highlighted by Korean Scouts
leader Garam Jeon.
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GCED at the practical level:
The need to go beyond textbooks in GCED was underscored, emphasizing the challenge of
bridging the gap between global-oriented teaching and local issues. Practical tasks often
expose students to local partners, requiring a connection between global lectures and local
contexts. The suggested best practices include increased engagement with communities,
transforming universities into "Pluriversities" that mediate between global and local
concerns, and introducing Service Learning to connect universities, students, and
communities.
Teaching Responsibility and Embracing Diversity:
The discussions consistently highlighted the significance of teaching responsibility within the
context of GCED. Challenges related to racism within the school system were addressed,
emphasizing the crucial need to embrace diversity and educate young individuals to become
effective changemakers.
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2. Opening Session and Keynote
The Opening Session featured high-level speakers including the two Co-chairs of the Ban Kimoon
Centre, the 11 th Federal President of the Republic of Austria Dr. Heinz Fischer and the
8 th Secretary-General of the United Nations Ban Ki-moon, Austrian State Secretary for Youth
Claudia Plakolm, UNESCO representative Lydia Ruprecht, Korean Ambassador and
Permanent Representative Ham Sang-wook, and Director of the Salzburg Global Seminar’s
Center for Education Transformation Dominic Regester.
Dr. Fischer highlighted the importance of GCED in his opening remarks: “At its core, Global
Citizenship Education seeks to empower individuals with the knowledge, skills, and values to
navigate a complex and interdependent world. It encourages values such as critical thinking,
empathy, and shared responsibility for the well-being of our global community.”
In his welcome remarks, Ambassador Ham called Global Citizenship Education "an invaluable
investment in the future of our planet and its people […] It is an essential element of our work
to bridge divides, embrace diversity, and create a more equitable, sustainable, and peaceful
world."
In a video message, Ban Ki-moon underscored that "education is a powerful tool for shaping
global citizens who are not only knowledgeable but also compassionate and engaged.”
Global citizens can help us to “collectively work towards a more equitable, peaceful, and
sustainable world, leaving no one behind.”
A keynote address by Prof. Willem Jonker on “Global Citizenship Education in the Age of AI”
marked one of the event highlights. Prof. Jonker urged that "we have to connect our
education systems to global societal challenges and transitions" like the digital transition, as
it is essential for everyone to learn how to ethically apply new technologies like AI in a
"thoughtful and careful way so that they benefit society as a whole".
Further points made included:
1. Empowering Societal Transformation through Education: Education is pivotal in
driving positive societal transformations. It can serve as a potent tool to break the
cycle of poverty and contribute to meaningful societal changes.
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2. Delineating Between Innovation and Transition: There is a clear distinction between
innovation and transition. While innovation focuses on specific objectives, transition
necessitates a comprehensive approach involving collaboration, education,
experimentation, and regulatory frameworks to effect broad societal change.
3. Advocacy for Open-Source Foundation Models in AI: Prof. Jonker advocates for a
shift away from closed-source foundation models dominated by major tech entities.
The proposal is to embrace open-source foundation models that foster transparency,
healthy competition, and collaborative development across diverse application
domains.
4. Aligning Education Systems with Societal Challenges: The imperative of aligning
education systems with pressing societal challenges emerged as a prominent theme.
Modernizing education by aligning it with societal challenges and responsible AI
application, anchoring it within regional contexts, and tailoring it to meet evolving
societal and learners’ needs were highlighted as key drivers for nurturing talent and
fostering innovation (which would, in turn, also create opportunities to connect
learners to the wider world).
5. Emphasizing Responsible AI Implementation in Education: Addressing concerns
related to academic integrity, the emphasis was on crafting thoughtful questions and
ensuring that AI tools contribute positively to the educational experience.
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Parts of the <strong>Forum</strong> were summarized visually via Graphic Recording: © sophiewehmeyer.com
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3. Parallel Panel discussions
Three moderated panel discussions allowed for focused in-depth discussions on GCED
developments in the fields of policy (1), higher education (2), and youth (3).
Panel 1: Developments in Policy Making for GCED in the Age of
AI and Climate Change
© BKMC/Christian Streili
Education experts Lydia Ruprecht (Team Leader, Global Citizenship Education, UNESCO),
Willem Jonker (Chairman, AiNed), Jack Davies (Programme Manager, World’s Largest
Lesson), Chernoh Bah (Minister of Civic Education, Sierra Leone), and Andreas Schleicher
(Directorate of Education and Skills, OECD) addressed educational challenges during the
COVID-19 pandemic through technology and emphasised the incorporation of fun and
emotions in education. Speakers highlighted the potential for positive change and the
importance of diversity in solving societal crises.
The panel was moderated by Monika Froehler (CEO, BKMC). Markus Frischhut (MCI
Innsbruck) served as rapporteur.
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Panel 2: Universities and Higher Education - GCED Challenges
and Success Stories from Universities around the World
© BKMC/Christian Streili
Blane Harvey (McGill University), La Salete Coelho (University of Porto), Utak Chung (Kyung
Hee University, former Head of UNESCO APCEIU), Andreas Altmann (Rector, MCI Innsbruck)
and Kim Jangsaeng (Yonsei University) highlighted key aspects of GCED, emphasizing its
essence beyond content, methods, or theoretical concepts in the tertiary sector. GCED, as
expressed by the panel, embodies values such as solidarity, freedom, peace, equity, and
equality. It is viewed as a dynamic process involving action, open minds, and open hearts,
requiring an understanding of the realities and forces shaping our world.
The panel was moderated by Mervin Bakker (University of Groningen). Lukas Kerschbaumer
(MCI Innsbruck) served as rapporteur.
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Panel 3: Young Changemakers’ Action – Best-Practice Examples
from Young Global Citizens
© BKMC/Christian Streili
Five young changemakers, Sara Ciabattoni (BKMC Alumni 2023, GCED Educator), Stephanie
Edwards (BKMC Alumni 2023, IB Middle Years Programme Coordinator at Torrequebrada
<strong>International</strong> College), Sarah Momani (BKMC Alumni 2020, Trainer in adult education),
Garam Jeon (Youth Representative, World Scout Organisation), and Samuel Kofi Afadu
(BKMC Scholar 2019; SDG Micro Project: “Light to Read” Ghana) showcased diverse projects,
highlighting the impact of collaboration across generations on transforming education.
The panel was moderated by Dominic Regester, (Director of Education, Salzburg Global
Seminar). Audrey Plimpton (Salzburg Global Seminar) served as rapporteur.
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4. Closing Ceremony
Jack Davies emphatically called for paying more attention to the voices of young learners.
He presented insights gathered from a survey involving 37,000 students in 150 countries and
shared a poem featuring quotes from students about the purpose of education, showcasing
their diverse perspectives and reinforcing the idea of promoting independent thinking and
creativity in schools.
Dominic Regester acknowledged the significant developments in education policy, practice,
and research, particularly in the context of the UN's Transforming Education Summit in 2022.
He highlighted the intersection of social justice movements, the impact of the pandemic, and
the learning crisis in education. He also remarked on the evolving focus on well-being, mental
health, empathy, and global citizenship education in national transformation plans,
emphasizing the role of these skills in the transformation process.
© Graphic recording: sophiewehmeyer.com
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5. Co-Hosts of the <strong>International</strong> <strong>Forum</strong> on Global Citizenship
Education
The Ban Ki-moon Centre for Global Citizens (BKMC) is a
Quasi <strong>International</strong> Organization working with youth
and women for the SDGs and the Paris Climate
Agreement.
Salzburg Global Seminar is an independent non-profit
organization founded in 1947 to challenge current and
future leaders to shape a better world.
Permanent Mission of the Republic of Korea to the
United Nations in Vienna.
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