GLOBAL CITIZENSHIP EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN:

Abstract

This thematic research analyses the embedding of Global Citizenship Education (GCE) within Sustainable Development (SD) in Pakistan during 2020–2025. A systematic literature review was conducted through the lens of PRISMA. The research reviewed 30 peer-reviewed studies related to Pakistan. These studies focused on instructor pedagogies linking GCE with sustainability. They examined their effect in imparting knowledge, values, and behaviors to students. They also explored challenges faced by teachers while implementing this learning. The analysis considered whether private schools implement 21st century teaching strategies. It also examined whether classrooms remain characterized by conventional examination-oriented teaching practices. The study further explored whether student-centered activities enhance empathy, cultural sensitivity, and environmental awareness. The results reveal that participatory strategies result in successful learning outcomes. However, their application is uneven across educational settings. The findings show that insufficient teacher training remains a major challenge. Inflexible curriculum and cultural sensitivities also hinder successful incorporation of GCE and SD. To sum up, the research highlights the need for enhanced teacher support. It also emphasizes reflective and student-centered learning practices to improve GCE and sustainable development in Pakistan.