Global Citizenship Education (Gce) aims at developing students’ awareness on global issues and engagement in actions for change at local and global level. Its introduction into classroom practice raises some questions on the knowledge and skills necessary to reach Gce goals in teaching and learning contexts. This article aims at analyzing students’ understanding of global issues, tackled during a learning unit devoted to Gce, through the analysis of three different types of written compositions. After highlighting some critical elements in students’ writing, the study stresses the difficulty in finding evidences of their learning through written tasks. Finally, the article shows the implications in applying the general theoretical models for Gce in a teaching and learning perspective, stressing the need to enhance students’ knowledge and skills for understanding of and writing about complex issues related to contemporary world.
Keywords: Global citizenship education, writing, writing assessment, learning unit.