A study of Perception of Prospective Teacher of Madhya Pradesh about Global Citizenship Education for Sustainable Development in the context of NEP 2020

As education systems worldwide shift toward fostering responsible, informed, and globally aware citizens, GCED has emerged as a crucial component in preparing learners to address complex global challenges such as climate change, social inequality, and cultural diversity. NEP 2020 emphasizes holistic, multidisciplinary, and value-based education, aligning closely with the principles of sustainable development and global citizenship. This study explores the perception of prospective teachers in Madhya Pradesh regarding Global Citizenship Education (GCED) for Sustainable Development within the framework of the National Education Policy (NEP) 2020. The research aims to examine the level of awareness, understanding, and perception of prospectiveteachers toward GCED concepts and their integration into teaching practices. A descriptive survey method was employed, collecting data from teacher trainees enrolled in various teacher education institutions across Madhya Pradesh. The findings indicate that the difference found in the perception among the different variable of the study like gender, qualification, subject stream, pedagogy subject, parents qualification and parental occupation, while female prospective teachers show a more positive inclination toward the ideals of sustainability, inclusivity, and global responsibility. This may due to a gap exists in theirconceptual clarity and practical preparedness to implement GCED effectively in classrooms. The study highlights the need forstrengthening teacher education curricula by incorporating experiential learning, critical thinking, and interdisciplinary approaches aligned with GCED objectives. It also underscores the importance of capacity building programs, workshops, and policy support to equip future educators with the necessary skills and competencies. In conclusion, the successful implementation of GCED in line with NEP 2020 depends significantly on the preparedness of prospective teachers. Enhancing their awareness and pedagogical readiness can contribute to nurturing globally responsible citizens committed to sustainable development, thereby supporting India’s broader educational and developmental goals.