Publication Date


Document Type


First Advisor

Shin, Eui-kyung

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Curriculum and Instruction (CI)


This basic qualitative study utilized Freire’s (1973) theory of critical consciousness to aimed to explore Arabic-language teachers’ perspectives of the inclusion of global citizenship concepts in the Arabic-language secondary school curricula at a selected international school in the Kingdom of Saudi Arabia. Three research questions addressed the purpose of this study and helped bridge a gap in the existing literature. In-depth individual interviews, document analysis, and two focus group were utilized to collect data from 10 participants who met the inclusion criteria for the study (Arabic-language teachers at the selected school; at least five years of teaching experience at K-12 IB schools; teaching grades 10, 11, and/or 12 at the moment of the study data collection). Data were analyzed using constant comparison and themes were organized to respond to each of the three research sub-questions of this study. Findings suggest that participants defined global citizenship as a set of skills, a global and a national culture understanding, and a sense of shared responsibility. Additionally, participants described their implementation of global citizenship concepts in their curriculum pertaining to the development of global citizenship skills and the use of content aligned with such skills. Furthermore, participants’ responses indicated barriers in the implementation of global citizenship related to teachers’ global citizenship knowledge and pedagogical skills such as lack of differentiated and student-centered instruction. Results also suggested participants’ concerns pertaining to the lack of cooperation of all stakeholders and time and bureaucratic constraints to implement global citizenship in the curriculum. The study findings support the implementation of global citizenship education in Saudi Arabia to help students thrive in their education. Saudi educational stakeholders should consider teachers’ definitions, descriptions of implementation, self-perceived barriers to support current practices and address existing challenges in the implementation of global citizenship education.


197 pages




Northern Illinois University

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In Copyright

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Media Type


Available for download on Monday, August 26, 2024