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This qualitative case study explores the perceptions and experiences of teachers in integrating global citizenship education into their classroom practice. Global citizenship education has emerged as a response to the need for individuals to navigate a rapidly changing and interconnected world. However, limited research has been conducted on teachers’ perspectives and experiences in implementing global citizenship education. This study aims to fill this research gap by investigating the challenges, strategies, and outcomes associated with integrating global citizenship education. The study utilizes semi-structured interview with a teacher to gather rich and detailed data. Thematic analysis is employed to identify key themes and patterns in the data. The findings reveal the complexities and opportunities that teachers encounter in integrating global citizenship education and shed light on the strategies they employ to foster global citizenship competencies among students. The study contributes to a deeper understanding of global citizenship education and provides valuable insights for educators, policymakers, and researchers seeking to enhance its integration and impact within educational settings. By addressing the perspectives and experiences of teachers, this research bridges the gap between theory and practice, informing future initiatives aimed at promoting global citizenship education.

Keywords: Global Citizenship Education, Teachers’ Perceptions, Classroom Practice, Integration, Qualitative Case Study.