Lived Experiences of Social Studies Teachers in Teaching Global Citizenship Education in Junior High School: A Phenomenological Approach

This qualitative phenomenological study explored the lived experiences of five junior high school teachers teaching GCE at Judge Juan Luna High School. Data were collected through in-depth, semi-structured interviews and analyzed using Moustakas' transcendental phenomenological approach. This study was anchored on Social Constructivism and Transformative Learning theory. The findings revealed that teachers viewed GCE as an educational process that fosters responsible global citizens exhibiting tolerance, respect, and belonging to the global community. GCE concepts were seen as part of the broader Social Studies curriculum taught through an interdisciplinary lens. Teachers observed positive transformations in students, such as increased empathy, critical thinking, and community engagement. However, challenges included limited student interest, navigating sensitive topics, lack of resources, and overcoming cultural barriers. Teachers employed strategies like interactive methods, contextualizing lessons, and student-centered learning to engage students in GCE. The study highlighted the need for professional development, training, contextualized materials, and collaboration to enhance GCE instruction effectively. Teachers expressed hopes for GCE to nurture equality, peace, critical thinking, and active global citizenship among diverse individuals. The implications emphasize comprehensive training, curriculum integration, innovative assessments, community involvement, and promoting cultural sensitivity to prepare responsible global citizens.