In Italy, Global Citizenship Education (GCE) has gained more prominence since the announcement of the United Nations’ Sustainable Development Goals and the introduction of compulsory civic education in the first and second cycle of education through Law 92/2019. Despite the presence of a National Strategy on Global Citizenship Education and the active role of NGOs in promoting GCE in schools, it has not been fully embedded into the educational system. Previous research has highlighted differences in conceptualisation and practices in GCE mobilisation between teachers, students, and policymakers, which may impede the effective introduction of GCE in schools.
This study aims to understand Italian students’ perceptions and attitudes towards GCE and their active participation in projects related to it. The study will begin by analysing Italian policy documents and identifying schools where NGOs have active GCE projects that involve students. The focus is on secondary schools where students are generally more politically active and will specifically target Liceo Classico and Liceo Scientifico, which are the two types of high schools in Italy for students aiming to enrol in university. The study will be conducted in two Italian cities with diverse levels of political and active citizenship engagement and sensitivity towards GCE-related topics. The approach will prioritise the appropriation of GCE principles by students and their agency as active citizens.
