Global citizenship education has become increasingly important in teacher education as globalization continues to shape social, cultural, and educational contexts worldwide. Teachers are expected not only to deliver academic content but also to prepare students to engage critically and responsibly with global issues. This study aims to explore students’ reflections on the role of teachers in global education and global citizenship development. A descriptive qualitative research design was employed, with data collected through an online questionnaire distributed to 15 seventh-semester students of the English Education Study Program at Universitas Muhammadiyah Tangerang. The findings reveal that students hold strong and positive perceptions of teachers’ roles in global education. Teachers are viewed as key agents in preparing students to face global challenges, integrating global issues into classroom learning, and developing students’ critical thinking skills. The results also show that cultural understanding and intercultural competence are considered essential for effective teaching in today’s diverse classrooms. In addition, teachers are perceived as important role models in promoting respect for cultural diversity and guiding students in the responsible use of global information from digital sources. Furthermore, students emphasize the importance of continuous professional development for teachers to enhance their global, intercultural, and digital competencies. Overall, the study highlights the strategic role of teachers in fostering global citizenship and suggests that reflective and globally competent teachers are crucial for preparing students to participate actively in an interconnected world.
Syafani et al. (Mon,) studied this question.