Year: 2025
Type: article
Study design: Observational Study
Abstract: Global education (GE) has become important in education due to heightened global interconnectedness and interdependence, with its incorporation into school materials aimed at preparing learners to navigate global challenges. In implementing GE, teachers are considered critical agents to transform normative GE into knowledge in classrooms. This study examines Rwandese teachers’ knowledge, awareness, and perceptions of challenges they face in implementing GE in schools. In a quantitative design, 208 teachers from 15 participating secondary schools completed a survey. The study findings reveal that the teachers had moderate to high levels of knowledge and awareness of global education, with most of the teachers recognising GE to be important in preparing learners for the future and stated the need to incorporate it within the curriculum in Rwanda. This study underscores the need for teacher training and professional development to enhance GE integration, and the provision of necessary resources and materials to enable the implementation of GE in schools in Rwanda.
Source: Education Sciences
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,172
Awards: Longer-term effects of evidence-based parenting support delivered in community-based services: New insights in optimising effects and cost-effectiveness, G2321713753, G3562459958, Centro de Psicologia da Universidade do Porto, G5199898499, Apoiar famílias vulneráveis através de uma intervenção parental baseada na evidência implementada individualmente em condições reais: Novas perspetivas sobre a implementação, efeitos e custo-efetividade, G6997658380, G7123698595, G8668266134, G937896486
OpenAlex ID: W4410523559