Envisioning Global Education in Rwanda: Contributions from Secondary School Teachers
Bosire A, Correia LG, Coelho DP (2025)
Publication Type: Journal article
Publication year: 2025
Journal
Book Volume: 15
Article Number: 619
Journal Issue: 5
Abstract
Global education (GE) has become important in education due to heightened global interconnectedness and interdependence, with its incorporation into school materials aimed at preparing learners to navigate global challenges. In implementing GE, teachers are considered critical agents to transform normative GE into knowledge in classrooms. This study examines Rwandese teachers’ knowledge, awareness, and perceptions of challenges they face in implementing GE in schools. In a quantitative design, 208 teachers from 15 participating secondary schools completed a survey. The study findings reveal that the teachers had moderate to high levels of knowledge and awareness of global education, with most of the teachers recognising GE to be important in preparing learners for the future and stated the need to incorporate it within the curriculum in Rwanda. This study underscores the need for teacher training and professional development to enhance GE integration, and the provision of necessary resources and materials to enable the implementation of GE in schools in Rwanda.
Authors with CRIS profile
Abiud Bosire
Lehrstuhl für Pädagogik mit dem Schwerpunkt Diversity Education und internationale Bildungsforschung
Involved external institutions
Portugal (PT)How to cite
APA:
Bosire, A., Correia, L.G., & Coelho, D.P. (2025). Envisioning Global Education in Rwanda: Contributions from Secondary School Teachers. Education Sciences, 15(5). https://doi.org/10.3390/educsci15050619
MLA:
Bosire, Abiud, Luís Grosso Correia, and Dalila Pinto Coelho. "Envisioning Global Education in Rwanda: Contributions from Secondary School Teachers." Education Sciences 15.5 (2025).
BibTeX: Download