Exploring Global Citizenship Education Practices among Early Childhood Development Educators in the Western Cape, South Africa

Abstract

Global Citizenship Education (GCED) is increasingly recognized as essential in Early Childhood Development (ECD), fostering empathy, respect for diversity, and awareness of global interdependence. Yet, South Africa’s policy frameworks lack explicit provision for GCED, rendering its inclusion informal and inconsistent. Guided by the pedagogy of compassion, this study explored ECD educators’ perceptions and practices in the Western Cape. Using a qualitative design, semi-structured interviews with 10 educators examined how GCED is understood, enacted, and integrated into early learning. Thematic analysis identified three key findings: educators actively navigate classroom diversity, interpret GCED primarily through empathy and social responsibility, and stress the need for structured curriculum integration. Storytelling and group discussions foster inclusion, but addressing sensitive issues of race and religion remains challenging without formal support. The study recommends explicit policy inclusion of GCED, targeted professional development, and provision of GCED-specific resources. Embedding GCED in South Africa’s ECD framework is critical to cultivating globally minded citizens who are prepared to engage responsibly in an interconnected world.