- VOLUME
- Vol. 22 | (2)
3. JUGGLING GLOBAL NATIONAL INSTITUTIONAL DEMANDS.pdf
- MANUSCRIPT TITLE
- Juggling Global, National, and Institutional Demands: Multi-Stakeholder Dynamics in Global Citizenship Education for Pre-Service Teachers
- KEYWORDS
- global citizenship education, teacher education, curriculum development, stakeholder theory, South Korea
- PUBLICATION DATE
https://doi.10.22804/kjep.2025.22.2.003
Open Access
This article is distributed under the terms of the Creative Commons Attribution NonCommercial NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which permits non-commercial use and distribution of the work, provided that the original work is properly cited and no modifications or derivative works are made.
License: https://creativecommons.org/licenses/by-nc-nd/4.0/
ⓒKorean Educational Development Institute (KEDI)
Abstract
Global Citizenship Education (GCE) in teacher education is shaped by higher education institutions and the priorities of many organizations and governments. This study examines how global, national, and institutional demands were negotiated in designing a pre-service teacher GCE course in South Korea. The study identifies how actors exercised power, legitimacy, and urgency in shaping curricular choices, pedagogical approaches, and assessment systems, which resulted in strategies such as broad thematic coverage, engagement with field practitioners, project-based learning, and flexible evaluation. It highlights the relational and political nature of curriculum-making, highlighting the key role of balancing competing stakeholder claims. The study contributes non-Western perspectives to a field dominated by Western contexts, offering insights into how GCE can be adapted under centralized governance and institutional constraints.