Volume 2 - Issue 2, March - April 2026

Global citizenship has become a central educational objective in the twenty-first century due to accelerating globalization across economic, cultural, environmental, and technological domains. Universities are strategically positioned to cultivate global competencies that enable graduates to navigate complex transnational challenges with ethical responsibility and intercultural sensitivity. However, implementing global citizenship education (GCE) within developing contexts presents structural, pedagogical, and policy constraints. This study examines the teaching of global citizenship within the broader dynamics of globalization, focusing on the institutional environment of the University of Uyo, Nigeria. Using a qualitative case study design involving interviews, focus groups, and document analysis, the study identifies gaps in curriculum integration, faculty preparedness, institutional policy support, and assessment practices. While awareness of global citizenship principles exists among stakeholders, practical implementation remains fragmented. Nonetheless, opportunities emerge through digital engagement, interdisciplinary collaboration, and community-based learning. The study concludes that contextualized, critically grounded, and institutionally supported approaches are essential for strengthening GCE in Nigerian higher education while offering strategic recommendations to strengthen global citizenship education at the University of Uyo and similar institutions in subSaharan Africa.

Ezinne M. John, Prof.N.A.Udofia,"Teaching Global Citizenship in the Context of Globalization: Challenges and Opportunities" International Journal of Advanced Multidisciplinary Research and Educational Development, V2(2): Page(1388-1393) Mar-Apr 2026. ISSN: 3107-6513. www.ijamred.com. Published by Scientific and Academic Research Publishing.