The preliminary results from the research conducted at two Polish universities, highlight the key obstacles to implementing Global Citizenship Education (GCE) and education for sustainable development (ESD) in teacher education and explore the efforts of engaged individuals trying to make a difference.
It must be highlighted that in Polish universities, GCE remains virtually non-existent. While education on sustainability, particularly climate change, is growing in prominence, there is a noticeable lack of a holistic approach to GCE that would integrate environmental, social, and political global dimensions.
The institutional shortcomings
The Polish higher education system is gradually making progress in addressing climate change and global issues, but these efforts remain limited and slow-moving. On the positive side, climate councils or similar bodies exist at least in three big universities. One of them was included in the research, reflecting an institutional recognition of the importance of climate-related education. Some universities offer whole-university courses or individual classes that touch on climate education, but ESD has not been fully integrated. The situation is even more alarming with GCE, which remains largely overlooked. No significant efforts have been noted to include global perspectives or global topics in teacher education subjects or activities at research universities. Additionally, the interviewees primarily discussed ESD rather than GCE, so most of the references below will pertain to ESD and climate education.
The Role of Engaged Individuals
One of the most striking findings from this research is the crucial role that individual educators and activists play in trying to bring ESD to life within universities. In most cases, it is the efforts of these "lone wolves"—engaged individuals who are personally passionate about climate education—that keep the conversation alive. These educators and advocates work tirelessly, often with little institutional support, to introduce elements of ESD into courses, organise events, and raise awareness among their colleagues and students.
In some cases, these individuals work in pairs or small groups, but they remain isolated within their institutions. The lack of a whole-university approach to GCE is a major challenge. Without broader institutional backing, these efforts often remain limited in scope and impact. This scattered approach contrasts with the growing recognition that addressing global and climate challenges requires systemic, interdisciplinary approaches.
Students' Reception of the Efforts
The research also explored how students in Poland receive ESD- and GCE-related efforts. The findings reveal a generally positive attitude toward these topics, particularly sustainability and climate education. However, while students express interest, their engagement is often passive. They are willing to participate in discussions or attend events when invited, but they rarely take the initiative to organise activities or push for greater integration of ESD or GCE in their education.
This passivity can be attributed to several factors. First, students often prioritise the practical, professional dimensions of their education over broader, more abstract concepts like global citizenship or sustainability. For many, the connection between ESD or GCE and their future careers is unclear. As a result, they are more interested in acquiring skills that they perceive as directly useful for the job market.
Second, the lack of institutional support for ESD and GCE further reinforces this passivity. Without clear signals from the university that ESD and GCE are an important part of their education, students may struggle to see their relevance. The research into ESD and GCE for Polish pre-service teachers paints a picture of missed opportunities and isolated efforts. Our next article will present the conclusions of research and some recommendations.
Dobrawa Aleksiak coordinator
Magdalena Kuleta-Hulboj researcher