Key characteristics of 21st century citizens Awareness of the wider world and a sense of own role both as a citizen with rights and responsibilitie and as a member of the global human community Appreciation of the diversity of cultures and of their languages, arts, religions, and philosophies as components the common heritage of humanity Commitment to sustainable development and sense of environmental responsibility Commitment to social justice and sense of social responsibility Willingness to challenge injustice, discrimination, inequality and exclusion at the local/national and global level in order to make the world a more just place A set of competences such as critical thinking, system thinking, collaboration, communication, problem solving, enquiry skills, empathy…Global citizenship is a 21st-century approach to living in which principles of global responsibility and accountability are applied to everyday local actions and complex global problems are addressed on an individual basis. Global citizenry requires awareness and action consistent with a broad understanding of humanity, the planet, and the impact of our decisions on both. Students in the 21st century need global citizenship education in order to be empowered with the knowledge, skills, and values that can assist them in taking actions to address the interconnected social, political, cultural and global realities of the 21st century. It demands that teachers be culturally competent to address the diversity issues and promotes inclusive educational practices. Second globalization has increased interconnectedness among countries, notably in the areas of economic security, culture, technology, health, and peace. This context requires teachers to be pedagogically competent to help students intellectually and morally examine the complex and controversial global issues, act as responsible global citizens for sustainable development of local and international communities, and promote holistic thinking and cross-cultural understanding. Research to date indicated that although teachers recognize the importance of global citizenship as a theme in the school curriculum and interest among them in integrating global citizenship into their practice is high, many teachers lack the confidence and pedagogic skills to educate for global citizenship. During the learning Teaching training we trained, discussed and experienced the compentences. (Number of teachers involved 100, students 1500) The purpose of this project was to gain a better understanding of teacher's lived experiences in learning to educate for global citizenship. It addressed the following three questions: What are the teacher candidates’ feedback on GCE curriculum and pedagogy? What were their achievements and challenges from the teaching practice? What does global citizenship education mean for the teacher candidates? At the end of the project all the partners involved have an answer to these questions. Schools with a mature whole school approach to sustainability had woven global citizenship and sustainable development education into the fabric and life of the school and had developed a co-ordinated and sustained action plan focusing on key areas including: •Leadership - an open, supportive and participative leadership style is essential for creating a common vision, creating a sense of ownership and engagement, and co-ordinating strategies across the school. •Policy and planning - all school policies, such as travel plans, procurement and health promotion, reflected the principles of sustainability. •Relationships and ethos - everyone feels valued and is given an opportunity to participate and flourish. A strong focus was given to pupil voice. •Buildings and grounds - grounds are developed to support active and outdoor learning approaches and included wildlife gardens, outdoor classrooms etc. Sustained action was taken to minimise ecological and carbon footprints. •Curriculum - global citizenship together with sustainable development education was a theme across all learning. •Learning approaches ¬- the school has strategies for developing effective pedagogies and approaches to learning including outdoor learning, active and co-operative learning. •Personal achievement ¬- learners have access to a wide and stimulating range of experiences that develop their skills, talents and confidence. These were recognised and accredited. •Community - children and young people are given opportunities to explore, engage, connect with and contribute to their local community.