DOI : https://10.71549/ru.i18.246

Abstract
The present study examines the extent to which three Tunisian secondary school textbooks
used in history, civic education, and English classes promote the development of Global
Citizenship education. Particularly, it aims to compare the results to identify ways of
implementing Global Citizenship Education as a cross-curricular approach. To this end,
content analysis was used for the evaluation of textbooks’ topics and activities based on
UNESCO’s guidelines of global citizenship topics and skills, attitudes, and knowledge.
The results showed differences among textbooks in addressing GCE topics and skills due
to the specificity of each subject. The study suggested that despite the difference, it is
possible to adopt GCE as a cross-curricular approach through collaboration among the
subjects. Ideas were suggested on how to implement CCE as an approach across the
selected subjects.

Keywords: Global Citizenship, textbook, cross-curricular approach, global,
local, curriculum