This qualitative study investigates how educators in the Philippines and Indonesia perceive, implement, and navigate global education in line with Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education and lifelong learning for all. Grounded in interviews with selected teachers from both countries, the study explored three key areas: educators' perceptions of global education, their teaching strategies for integrating global concepts into classroom practices, and the contextual challenges and opportunities they face. Thematic analysis revealed a strong commitment among teachers to foster global citizenship, environmental awareness, and intercultural understanding. Educators in both countries employed context-responsive strategies, including the use of localized examples, collaborative activities, and digital tools to promote global learning. However, the findings also uncovered shared challenges, such as limited resources, lack of professional development, and insufficient institutional support. Despite these obstacles, opportunities emerged through grassroots innovations, community involvement, and growing policy awareness. This study underscores the critical role of teacher agency and localized implementation in achieving the goals of SDG 4. It offers valuable insights for policymakers, curriculum developers, and educational leaders aiming to promote global education within diverse Southeast Asian contexts.
Novita et al. (2025) studied this question.