Despite the relevance of global citizenship education, there is a dearth of research in this field in Hungary and this book is meant to fill this gap. The research project focuses on two contexts: inquiries were made in secondary schools and university teacher training programmes as well. The reason behind the choice of these two contexts is two-fold: On the one hand, the purpose of the studies was to explore how the global competence of students around the voting age in Hungary is developed in EFL classes and how students react to lessons on global content. On the other hand, the investigations aimed to shed light on the presence and possibilities of global education in EFL teacher training, in future EFL teachers’ language- and methodology-related classes. There are not many studies on GCD in practice internationally (Bourn, 2020) and there are even fewer studies on GCD in ELT, which were mainly conducted in the Middle East, the Far East, or South America. The focus of these studies is mostly teachers’ (Evripidou & Çavuşoglu, 2014; Gürsoy & Saglam, 2011; Yoshihara, 2013) or students’ (Bayraktar Balkir, 2021; Gimenez et al., 2011; Tarasheva, 2008) attitudes towards the incorporation of global issues into EFL classes and they were predominantly conducted among adult learners in private language schools, thus this project fills in an important gap by exploring the participants’ views in tertiary education and secondary education as well. Furthermore, even fewer studies revolve around GCD in the EFL classroom with a particular focus on good practices (Cossu & Brun, 2020, Gimenez et al., 2011; Merse, 2015; Valente, 2004) and hardly any studies concentrate on secondary school teachers’ attitudes towards dealing with global content or their good practices (Skinner, 2012, Valente, 2014). From the teacher trainers’ perspective, the existing literature on the incorporation of the global perspective in teacher training institutions either concentrates on good practices (Cossu & Brun, 2020; Holló, 2015) or university tutors’ understanding of global education (Divéki, 2020; Lourenço, 2018). However, it is yet to be explored how tutors develop global competence in their EFL teacher training courses: and this research project also attempts to fill this gap.

It is much hoped that the implications of the series of studies described in this book will be informative and useful for EFL teachers, EFL teacher trainers and policymakers alike. It is expected that the information gleaned on both tutors’ and teachers’ views on global competence development could be used for planning purposes and may be useful on the policy-making level and in curriculum development. Identifying good practices might prove beneficial for the English teaching community in Hungary or even in a broader context. Finally, it is hoped that the research project contributed to the enhancement of the participating teachers and the researcher’s own practice and will inspire teacher trainers, teacher trainees and in-service teachers to integrate global competence development into their EFL lessons.