Author Information
Miyuki Takeda, Soka University of America, United StatesTomoko Takahashi, Soka University of America, United States
Abstract
This study examined Japanese high school teachers’ understanding and opinions of global citizenship education (GCE) and how it is carried out according to the guidelines established by Japan’s Ministry of Education, Culture, Sports, Science, and Technology (MEXT) and the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Using semi-structured interviews, the study explored: (1) teachers’ awareness of the differences in expectations, values, and goals between the two organizations; (2) the extent to which GCE is embraced; and (3) the successes and challenges in implementing GCE. The thematic analysis of interview data revealed three main themes: (1) varying awareness of MEXT and UNESCO guidelines; (2) specific challenges faced by different types of schools; and (3) successes and barriers in achieving GCE goals. The findings indicate that, regardless of school type, teachers tend to align more with UNESCO’s globally oriented perspective on GCE. These insights underscore the need to improve the use of UNESCO’s Associated Schools Project Network (ASPnet) and to address structural barriers to further develop GCE in Japan.
Paper Information
Conference: ACEID2026Stream: International Education
This paper is part of the ACEID2026 Conference Proceedings (View)
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To cite this article:
Takeda M., & Takahashi T. (2026) Global Citizenship Education in Japan: High School Teachers’ Perspectives on MEXT vs. UNESCO Guidelines and the Challenges They Face ISSN: 2189-101X – The Asian Conference on Education & International Development 2026 Official Conference Proceedings (pp. 105-121) https://doi.org/10.22492/issn.2189-101X.2026.10
To link to this article: https://doi.org/10.22492/issn.2189-101X.2026.10
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