Global citizenship in conflict settings: An-Najah National University as a case study

Global citizenship education (GCE) is essential in addressing complex global challenges. However, its implementation in conflict-affected contexts remains fraught with obstacles. Thus, this study examines how global citizenship is conceptualised, taught, and experienced at An-Najah National University (ANNU) in the occupied West Bank. The researchers employed a mixed-methods design and collected the data through semi-structured interviews with policymakers, an online faculty questionnaire, and student focus groups. The study explored how structural barriers, political instability, and everyday challenges shape perceptions and practices of global citizenship. The findings reveal that, despite severe contextual constraints, institutional policymakers and students engage in a dynamic negotiation between local/national identity and global ethical commitments. Institutional strategies such as curricular reforms, international partnerships, and critical pedagogy emerge alongside lived experiences of resilience and critical consciousness. The study concludes with implications for policy and pedagogy in conflict settings and suggests avenues for further research.