Nonkanyiso Pamella Shabalala, Patricia Photo
Purpose This structured literature review examines the role of Global Citizenship Education (GCE) as a strategic framework for addressing economic inequality, sustainability challenges and global cooperation within G20 policy frameworks. This study aims to examine how GCE, when embedded in national education and economic strategies, may contribute to advancing the 2030 Sustainable Development Goals (SDGs), particularly SDGs 4.7, 8, 10, 13 and 17. Design/methodology/approach The review draws on over 80 scholarly and policy sources, analysed through the lenses of transformative learning theory (Mezirow, 1991) and critical pedagogy (Freire, 1970). It uses a comparative thematic synthesis of eight G20 case studies (Finland, South Korea, Germany, Brazil, South Africa, China, India and the USA) to identify patterns, gaps and contextual dynamics shaping GCE implementation. Criteria included policy integration, funding support, teacher training, pedagogical models and observed societal outcomes. Findings The review finds that GCE’s transformative potential materialises when it is systemically embedded across national curricula, teacher education and intersectoral development agendas. Countries with robust and well-funded integration (e.g. Finland, South Korea) demonstrate stronger links between GCE and economic mobility, sustainability awareness and global cooperation. Conversely, technocratic (e.g. China) or fragmented approaches (e.g. Brazil, South Africa) often dilute GCE’s emancipatory dimensions. The analysis also exposes gaps in monitoring, political resistance and under-researched long-term impacts – particularly in Global South contexts. Research limitations/implications While the G20 provides a strategic policy lens, the study’s findings are not universally generalisable. Future research should prioritise longitudinal, multi-country studies and participatory approaches that centre marginalised voices, assess GCE’s impacts on workforce and civic outcomes and develop culturally responsive implementation frameworks. Practical implications This study highlights the need for integrating GCE into national policies to bridge economic inequalities, promote sustainability and enhance global cooperation. By embedding GCE in curricula, governments can equip learners with skills essential for addressing financial instability, environmental challenges and ethical leadership. Policymakers should prioritise teacher training and allocate resources to ensure effective GCE implementation. Collaboration between governments, educational institutions and international organisations is essential for achieving SDGs. Structured assessment frameworks should be established to measure GCE’s impact on economic resilience, sustainability and workforce readiness, ensuring long-term global economic stability. Social implications GCE fosters social cohesion by promoting equity, ethical responsibility and cross-cultural understanding. The study underscores GCE’s role in reducing social disparities, empowering marginalised communities and fostering inclusive economic growth. By integrating GCE into education systems, societies can cultivate active, responsible global citizens who engage in social justice and sustainability initiatives. However, resistance to GCE in nationalist contexts poses a challenge. Addressing this requires strategic advocacy and policy alignment. Strengthening global partnerships and community-based programmes can enhance GCE’s social impact, fostering a more just, inclusive and environmentally conscious global society aligned with the 2030 SDGs. Originality/value To the best of the authors’ knowledge, this review is the first that presents a policy-facing synthesis of GCE’s role in G20 development strategies, bridging education theory and global policy. It moves beyond normative aspirations to provide a comparative, theory-grounded analysis of how GCE can function as a lever for economic equity, climate action and inclusive global governance.