When asked what they would need to effectively develop their students’ global competence, the participants compiled a long list. Time was highlighted by Béla, Hedvig, Leó and Szilveszter as a decisive factor – they would need more time to prepare for these lessons (to read up on current issues) and time to recharge their batteries (many of them complained about being overworked and drained). They would also need their weekly working hours and administrative duties to be reduced, so that they have more time for the above-mentioned activities (B, Á). The role of money was also emphasised in their answers (Á, B, H), as they would need it to subscribe to magazines, participate in conferences and professional development workshops, and travel to develop in their global citizen roles. Áron, Béla, Emma, Édua, Izabella, and Tilda asserted that they would need more professional development opportunities in global education because they would need to widen their pedagogical and methodological repertoire. Developing school resources and facilities would also be necessary: participants were complaining about the unstable internet connection, the lack of available computer laboratories (E, K) and the lack of printers, which prevents them from bringing various materials into class.

When it came to answering the question, the interviewees touched upon the needs of the Hungarian teaching community. Many of them mentioned that a generation shift should happen soon, and teachers and educational policy leaders should rethink education. However, just as it has been indicated in the literature (Harris & Lázár, 2011), the participants agreed that changing teachers’ beliefs is a hard and lengthy process. As Szilveszter put it, it would be vital for teachers “to have an inner drive to become well-read and well-informed, and not to think about this as a task” (T/SZ-8). To achieve this, it might be useful for teacher trainees to learn about global education in initial teacher training, and to develop positive attitudes towards talking about global issues during their university years so that they become global citizens as early on in their careers as possible.