How to teach students to be global citizens

Jeanne Perrett
Jeanne Perrett
Children working together outdoors picking up litter
Reading time: 4.5 minutes

As teachers, we all want our students to work toward making the world a better place. Through focusing on global citizenship, this drive to change the world is something we can help foster every day in the classroom. In this post, we’ll explore how.

What are global citizens?

 A global citizen is someone who knows that they are part of a worldwide community. They understand that there are people who have completely different lifestyles, appearances, cultures and routines but with whom we share common values and responsibilities. Global citizenship encourages tolerance and understanding, and learning about it helps children become open-minded adults.  

In a primary English classroom, helping students become aware of themselves as citizens of the world will introduce them to a global way of thinking. We can do this while also helping them become familiar with, and proficient in, English.  

How can we introduce the concept?

Before students put themselves in a global context, they should get to know themselves as individuals. But they should also get to know themselves as people who are part of their immediate communities.  

In the classroom, this can be done by encouraging students to think about something personal, such as their likes and dislikes. We can then encourage students to look a little further: What kinds of homes do they see in their communities? What makes a house a home to them? What about people working in their communities — what important jobs do they do, and how do they make an impact? 

For language teachers, the idea is to combine vocabulary and grammar structures with a slowly widening view of our world. Simply by introducing the concept that we are part of a worldwide community can take the children out of their own experiences and help them start to consider others.

Tips and activities

Social media makes it possible for teachers to contact each other across borders and to collaborate between their schools. Something simple, like organizing a class video call for students after lunchtime and encouraging students in different countries to discuss what they ate in English, can help learners become more globally aware. 

Get in touch and learn about how Pearson can help your language teaching

How can we teach students to be proactive?

Once students know something, they can progress to putting their knowledge into action. Teachers can foster this by encouraging good habits – a simple example is how we teach very young children to throw their litter in a bin. As they grow older, we can ‘unpack’ these habits. That is, we can help children look deeper into why they're so important. Using the example of litter again, this could mean making students aware about how their civic responsibility has a real environmental impact. 

Let’s look at how we can go from knowing to doing, in simple stages, with a range of topics that are common in the language classroom: 

Food

  • Ask students to think about what they like and dislike. 
  • Ask students to name foods that are good for us and what we should eat more of. 
  • Teach about school lunches in other countries. 
  • Teach about dishes eaten on special occasions around the world. 
  • Have a food festival or ‘munch day’ where students make snacks from around the world.

Buildings

  • Ask students to talk about their own homes. 
  • Teach about types of homes in other countries. 
  • Discuss eco-architecture – such as solar panels, living walls, wind turbines on roofs, and local materials that might be used in building processes.  
  • Venture outside as a class to plant potted flowers and improve the school yard or make a container to collect rainwater for the school garden. 

Jobs

  • Teach about the jobs people do at school – such as cleaning, cooking, or driving. 
  • Think about jobs within the community and why they are necessary. 
  • Think about what skills each child and their parents have and how these skills are needed for different jobs. 
  • Have a skill-sharing day where students teach each other something new.  
  • Host a ‘kids take over day’ where students get to do an important job at school (such as cleaning the classrooms or serving lunch). 

Technology

  • Discuss the different types of technology used at home and school. 
  • Think about how to use this technology responsibly.  
  • Talk about different households and find out how and when tablets, laptops and phones are used. For example, who is allowed to watch videos while eating? Who can read on their tablet in bed? 
  • Make your own set of technology rules for the classroom and discuss why they’re important. 

Holidays

  • Ask students what they like to do on holiday.
  • Teach about how to stay safe at the ocean or in the countryside.
  • Talk about other countries students have travelled to or would like to travel to and learn about interesting landmarks in those countries.
  • Discuss eco-tourism efforts and why they are important.
  • Have a ‘Let’s go to [name of a city or country) day.’ Make posters about famous sights, learn some phrases of the language spoken there and have students imagine they have gone abroad for the day.

Sharing the message 

The United Nations has set out a collection of 17 global goals, called the Sustainable Development Goals (SDGs), which aim to create a better future by 2030. They address issues like gender equality, hunger and poverty and can be an excellent resource for teachers to use in the classroom when discussing how global citizenship can help to improve our world.  

Teachers can encourage students to spread the message about SDGs in various ways. For example, students can:  

  • Give speeches – at school or in the local community. 
  • Begin a fundraising campaign. 
  • Write letters to politicians.

Teaching students to be global citizens may sound like a big task. However, through weaving these ideas through language lessons, teachers have the opportunity to plant an important seed in students. Because who knows, they may really grow up to change the world. 

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    A new calendar year offers a natural reset, an opportunity for your learners to pause, look back and lean forward with purpose. Reflection isn’t just a feel-good exercise; it’s a powerful learning accelerator. It helps students consolidate knowledge, develop metacognition and set actionable goals. It also helps you, the teacher, gain insights into what’s working, what needs adjustment and how to sustain momentum. Below are activities that fit into real classrooms and real schedules, with variations for different age groups and subject areas.

    Why start with reflection?

    Reflection builds self-awareness and agency. When students name what they’ve learned and where they want to grow, they’re more likely to persevere and achieve. For you, structured reflection provides a clearer picture of learning gaps and strengths, enabling intentional planning. Think of these routines as small investments that pay off in greater engagement, clearer goals and smoother instruction all year long.

    Quick wins you can do in one class period

    Rose–Thorn–Bud

    • Purpose: Recognize successes ("rose"), challenges ("thorn") and emerging opportunities ("bud").
    • How-to: Give students three sticky notes or three boxes on a digital form. Prompt: “One thing that went well last term”, “One challenge I faced”, “One idea I want to try”.
    • Teacher moves: Sort responses to identify class-wide trends. Celebrate roses. Normalize thorns with a growth mindset. Turn buds into a short list of new strategies to try together.
    • Variations: Pair-share for younger grades; content-specific (rose = strategy that helped with fractions, thorn = multi-step problems, bud = practice with word problems).

    Start–Stop–Continue

    • Purpose: Turn reflection into immediate behavior and study habits.
    • How-to: Ask students to list one habit to start, one to stop, and one to continue this term. Provide sentence stems: “I will start…”, “I will stop…”, “I will continue… because…”
    • Teacher moves: Have students star the one they’ll commit to this week and set a check-in date. Invite a brief self-assessment after two weeks.
    • Variations: Subject-specific (start annotating texts, stop cramming, continue reviewing notes nightly).

    3–2–1 Learning snapshot

    • Purpose: Capture key learning quickly.
    • How-to: Prompt with “three concepts I understand now”, “two questions I still have” and “one resource or strategy that helped me learn”.
    • Teacher moves: Use the “two questions” to plan mini-lessons or office-hours topics. Share a class list of “one resource” to build a peer-sourced toolkit.
    • Tools: Paper exit tickets or a quick digital form, whatever is easier and quicker for you. 

    Peer reflection interviews

    • Purpose: Build belonging and metacognition through conversation.
    • How-to: In pairs, students ask: “What’s one thing you’re proud of from last term?”, “When did you feel stuck – and how did you get unstuck?”, “What’s a goal you have for this month?”
    • Teacher moves: Teach active listening (eye contact, paraphrasing) and capture themes. Close with a 2-minute write: “One insight I gained from my partner.”
    • Variations: Record short audio or video reflections for classes using multimedia tools.

    Two stars and a wish (Portfolio refresh)

    • Purpose: Reflect using evidence.
    • How-to: Students choose two artifacts from last term to highlight ("stars") and one area to improve ("wish"). They attach a brief reflection: what it shows and why it matters.
    • Teacher moves: Model with your own sample. Provide a rubric for reflective depth (specificity, evidence, next steps).
    • Variations: Early grades can draw or use photos; older students link to digital artifacts.

    Deeper dives for week-one routines

    Personal learning timeline

    • Purpose: See growth over time and connect effort to outcomes.
    • How-to: Students draw a timeline of the term: key topics, pivotal moments, breakthroughs, setbacks and supports that helped. They mark future milestones: “By Week 4, I will…”
    • Teacher moves: Guide students to identify strategies that worked (study groups, retrieval practice), then add them to their plan. Create wall or digital gallery for optional sharing.
    • Extension: Have students revisit the timeline mid-term to add new milestones.

    Goal-setting conferences

    • Purpose: Craft specific, measurable goals with support.
    • How-to: Provide a short goal sheet: “My priority skill”, “Evidence I’ll use”, “Daily/weekly actions”, “Support I need”, “Check-in date”.
    • Teacher moves: Rotate through 3-minute conferences to coach students toward clarity and feasibility. Encourage process goals (such as practicing 10 minutes daily) alongside performance goals.
    • Variations: Small-group coaching if individual conferences aren’t feasible; student-led with peer feedback for time efficiency.

    Class norms refresh (Community agreements)

    • Purpose: Re-center your classroom culture.
    • How-to: Invite students to propose two norms that helped learning and one to adjust. Synthesize into 5–7 concise agreements.
    • Teacher moves: Co-create routines that enact the norms (silent start, exit reflections, peer tutoring). Post and practice with brief weekly check-ins.
    • Equity lens: Ensure norms protect voice and belonging, not just compliance.

    Make it stick: Implementation tips

    • Keep it short and regular. Even just 5–10 minutes a week builds powerful habits.
    • Use sentence stems to reduce cognitive load: “A strategy that helped me was…”, “Next time I’ll try…”
    • Celebrate progress. Highlight student reflections that show growth, not just perfection.
    • Close the loop. Bring reflections back into instruction: “I noticed many of you asked about synthesizing sources—let’s start with a mini-lesson.”
    • Make it visible. A reflection wall or digital board keeps goals at the forefront.

    Inclusive informed considerations

    • Offer multiple modalities: writing, drawing, audio or a private form. Choice increases safety and authenticity.
    • Normalize struggle and curiosity. Use language that validates effort: “Challenges are data, not defects”.
    • Protect privacy. Invite, but don’t require, public sharing. Summarize themes anonymously.

    Using tools you already have

    Many of you use courseware, dashboards and assessment reports. Use them to ground reflection in evidence:

    • Pull a quick progress report to anchor 3–2–1 reflections in actual performance trends.
    • Use item analysis to identify common thorns and plan targeted practice.
    • Invite students to look at their data with you during goal-setting conferences.

    A quick start plan for week one

    • Day 1: Rose–Thorn–Bud plus a short norms refresh.
    • Day 2: 3–2–1 Learning Snapshot tied to last term’s key skills.
    • Day 3–4: Goal-setting conferences; peers do Two Stars and a Wish.
    • Day 5: Personal Learning Timeline and a brief share-out; set check-in dates.

    Reflection is a powerful tool. Begin small, stay consistent and let students’ feedback guide you. With clear prompts, support and the right tools, including Pearson’s, you can turn New Year’s energy into steady progress for your class.

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    Putting inquiry-based learning into practice with young learners
    By Jeanne Perrett
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    What are the benefits of inquiry-based learning?

    Inquiry-based learning is all about using questions to generate interest. Starting a class with a question helps young learners engage with the topic straight away. Introductory questions can be big or small, and here are some examples of big questions: 

    • What makes someone a hero? 
    • Why do we go to school? 
    • Why do people live in cities? 

    These open questions get students thinking about lots of different aspects of each topic. However, small questions can work as well: 

    • What is your favourite superhero called? 
    • Do you like your school? 
    • Do you live in a village or a city?

    These closed questions don’t necessarily lead to further discussion. However, they are a way to introduce a topic and give learners an easy way to contribute without the pressure of getting an answer right or wrong. 

    When students are invited to share their opinions, they feel that their contributions are valuable. It also lets the teacher gain insight into what the learners already know. 

    How can we help students explore big questions?

    Inquiry-based learning can support students to answer these big questions in an easy and satisfying way, including:

    • Making notes on their ideas, or drawing a sketch
    • Working in pairs or groups to share ideas
    • Using a bulletin board

    A bulletin board fits in well with the concept of inquiry-based learning. The teacher pins a big question to the center and then encourages learners to add their notes, sketches and ideas to the board. 

    Because there are many possible answers to the big questions, it’s important to emphasize that learners can change their minds as they learn more: after all, that’s the whole point of learning.

    The Now I Know! series follows this structure. Each unit has language aims based around a big question to get learners thinking more deeply.

    How can inquiry-based learning work in practice?

    You can put it into practice in your own classroom by starting off with a topic, and then thinking of a big question to get things started. So, for example, if your topic is outer space, your big question could be: Why do we explore space? 

    That will get your students thinking and sharing their knowledge about space travel, moon landings, astronauts, aliens – you might be surprised at some of their answers. Ask them to write notes, do a sketch or do a mind map, then pin their contributions to your bulletin board. 

    There are lots of options for follow-up activities: 

    • Assign pairs a planet from the solar system to research
    • Share an interesting fact about an unnamed planet and encourage students to research which planet it is
    • Allow students to play to their strengths: one student can draw the planets and another can name their order from the sun (for example)
    • Create a game: get learners to write two false facts and one true fact about their planet, and the rest of the class has to guess which is which

    Once you’ve piqued their interest and the students are excited about the topic, it’s time to channel that enthusiasm into a more focused activity. For example, you could introduce the story of the Golden Record on the Voyager space probe. At the time of the Voyager launch in 1977, a phonograph record was included onboard which contained, in the words of then-president Jimmy Carter, “a present from a small, distant world, a token of our sounds, our science, our images, our music, our thoughts and our feelings.” The record included music from different cultures, greetings in 55 languages and sounds of the natural world. There were also 115 images of life on Earth, many annotated with explanations. 

    Bring it back to inquiry-based learning, and instead of telling students what is on the record, ask them what they think might have been included. Again, they can add their ideas to the bulletin board. 

    Follow-up activities could include: 

    • Making their own recording for an interplanetary space voyage
    • Doing a sound quiz where students record sounds and ask their classmates to guess what each sound is 
    • Making a modern playlist for aliens to listen to 
    • Taking photographs of their daily lives and adding comments, just as the NASA committee did, and doing more research into the Voyager space probe
    • Checking its progress through interstellar space on the NASA website

    This is just one example of a topic, but any topic can be treated in the same way. If you, as a teacher, share your curiosity and enthusiasm with your students, they’ll pick up on that and become enthused in turn.

    How do we nurture enquiring minds?

    The spirit of enquiry is one of the most important things we can instill in our young learners. Inquiring minds are innate - just think of the way toddlers ask “Why?” about everything. The mistake that adults can sometimes make is to reply to the ‘why’ questions with an answer, when actually, sometimes children just want to have a discussion. 

    As educators, it’s important to reply to children’s questions by opening up a discussion, no matter how abstract the question. For example, if a toddler asks something like “Why a leaf?”, you can expand that conversation to talk about colours, trees, nature, things that grow... the possibilities are endless. 

    In fact, this is our main role as educators: to facilitate and continue those conversations, to pique our learners’ curiosity, to share our enthusiasm and wonder rather than simply teach the correct answer.

    Show your students that you don’t have to find immediate answers, that there’s no such thing as a silly answer. It’s okay to wonder and muse. In your lessons, focus not on giving students the answers but on equipping them with the tools to research and find them themselves. In this way, you’ll create lifelong learners with a passion for education.