Exploring Global Education in Early Childhood: Perspectives of Preschool Teachers in Pakistan

Abstract

This study examined the perspective of Pakistani preschool teachers’ perception including global education in early childhood curriculum. Utilizing qualitative research approach, Semi-structured interviews were conducted with teachers from both urban and rural pre-schooler centers across Pakistan. The analysis revealed several key themes: challenges and benefits associated with the implementation of global education, the relevance of cultural context, and teachers’ perceptions of the significance of global competencies for young children. Furthermore, teachers highlighted various obstacles, such as limited resources, lack of training, and contextual barriers, but also emphasized the potential benefits, including fostering a broader worldview and promoting cultural understanding from an early age. Additionally, they harassed the importance of aligning global education initiatives with local cultural values to ensure effective integration. The findings suggest that while there is enthusiasm for global education, systemic support and comprehensive training are necessary for its successful implementation. Lastly, this study provides valuable insights for policymakers, educators, and government officials on strategies to incorporate global education into early childhood education in Pakistan, fostering globally competent future generations.