Global Citizenship Education and the Dynamics of Change: A Reflection through Systems Thinking

This Working Paper critically reflects on the dynamics of change in Global Citizenship Education (GCE) through the lens of systems thinking. Despite widespread adoption of GCE frameworks, tensions around fragmentation, contested meanings, and uneven stakeholder collaboration persist. Drawing on experiences from the BRiDGE Project and interprofessional learning communities, the paper adopts a hybrid mode of inquiry—bridging research, policy, and practice—to explore the complex interplay of factors shaping GCE. Systems thinking is used as a conceptual framing to highlight how change processes are enabled, constrained, and negotiated across multiple contexts. The paper acknowledges that while interprofessional collaboration and boundary-crossing roles hold promise, they also face significant challenges in practice, particularly within politically contested or resource-constrained environments. Furthermore, it argues that fostering sustainable change requires critical attention not only to interdependencies but also to structural asymmetries and contextual specificities. By integrating theoretical insights with situated project experiences, this Working Paper invites ongoing dialogue and reflexive engagement with the evolving and ambivalent field of Global Citizenship Education.