Strategies for Enhancing History Teaching for Global Citizenship Education

Abstract

<p>The need to produce graduates who are responsible global citizens endowed with values, skills, knowledge, and competencies has increased recently. This qualitative study examined strategies for enhancing the teaching of history for global citizenship education (GCED) by Zimbabwean high school history teachers, using a single-case study design. Drawing from transformative learning theory (TLT), the study was conducted in five high schools in Zimbabwe, selected through purposive sampling, with ten teachers conveniently sampled. The study gathered data through document analysis, lesson observations, and semi-structured interviews, and analyzed it using a thematic approach based on Braun and Clarke’s six steps. Key findings of this study reveal that teachers are using several strategies to enhance the teaching of history for GCED, including an experiential and participatory approach that involves learners actively in the learning process, such as through dramatization, interactive teaching, and facilitation. The study highlights an urgent need for policymakers, particularly in Zimbabwe and those responsible for the GCED framework, to develop tools that protect teachers, enabling them to teach GCED concepts despite sensitivities or controversies effectively. Furthermore, it recommends that the Zimbabwean government and other similar contexts provide more support to teachers, as the learner-centered teaching approaches require modern teaching equipment, which is more effective than just question-and-answer techniques. The study offers insights into how to adopt the GCED framework and effective GCED teaching strategies. </p>