2.1.2.2.1 The General Characteristics of Global Citizenship Education. The notion of Global Citizenship Education emerged in the educational discourse in the late 1990s and first, civil society organisations, e.g., Oxfam started to use the term, which drew attention to the link between active learning and social change (Bourn, 2020a). There have been several attempts to define GCED, however, given the debated nature of the concept, there is no accepted definition available. Oxfam (2015b) defines GCED as an educational paradigm which “equips [learners] with the knowledge, skills and values they need to embrace the opportunities and challenges they encounter and to create the kind of world that they want to live in” (p. 4), thus emphasising learner agency. Owing to the endeavours of UNESCO, the concept received international recognition from the 2000s and started to influence educational systems around the world. UNESCO (2014) frames their definition similarly, concentrating on the active effort of the learners to create a better world: “GCE aims to empower learners to engage and assume active roles, both locally and globally, to face and resolve global challenges and ultimately to become proactive contributors to a more just, peaceful, tolerant, inclusive, secure and sustainable world” (p. 14). Throughout the book, when referring to GCED, the definition provided by UNESCO will guide my discourse, as it consciously links active local engagement to being impactful globally.