Reframing Crisisonomy Through Global Citizenship Education: Ethics, Belonging, and Civic Transformation

As the world faces growing challenges from globalization, migration, and ongoing crises, education systems are under pressure to prepare students who are culturally aware and responsible, ethical, and ready to engage with global issues. This theoretical study explores how Global Citizenship Education (GCED) can be combined with the idea of crisisonomy, a field that looks at how societies respond to major problems like climate change, cultural conflict, and political instability. By reviewing and analyzing existing research, this study presents four key ideas: (1) how GCED and crisisonomy work well together as educational approaches, (2) how GCED provides strong ethical values in times of crisis, (3) how GCED helps students build a sense of identity and belonging, and (4) how it can reshape education to promote global civic engagement. This study argues that GCED strengthens crisisonomy by promoting global justice, cooperation, and sustainability. It ends with suggestions for teachers, schools, and policymakers, and encourages future research to apply this model in real education settings.