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A Conceptual Study on ‘After-Critical’ Global Citizenship: A New Perspective of Interconnected Society Based on Critical Realism: Eunbin Lee; Received January 15, 2026 Accepted February 13, 2026 Published online February 24, 2026; DOI: https://doi.org/10.69841/igee.2026.008 [Epub ahead of print]

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This paper explores the critical realist approach to global citizenship education (GCED) by reviewing con-temporary discussions of GCED, primarily addressing the most relevant concepts of global citizenship from post-colonial/critical perspectives. In particular, this paper aims to discuss the distinctiveness of critical re-alist GCED in comparison with the preceding approach. While critical GCED has advanced important im-plications towards theory and practice in the field, and it is one of the most intensively accepted among the most recent scholarly discussions, it still encounters challenges such as a binary standpoint, a lack of deeper ontological consideration, and a failure to involve generative mechanisms to judge and achieve social justice. This necessitates a new or an alternative conceptualization of GCED. In response to the arguments, this paper suggests ‘after-critical’ global citizenship education that offers theoretical and methodological im-plications in developing a balanced analysis of the complex globalization and education. Calling for trans-formative praxis and reflexivity, it promotes relational engagement with concerns that situate oneself within and beyond a mode of being as global citizen. It envisages reconfiguring and responding the possibility of self and collective ontology, grounded in a deeper recognition of our essential totality in the social world in globalized community.; Summary

Establishing the ESD and GCEd system in higher education: Analyzing the holistic approach of Yonsei University in South Korea: Jae Eun Shin, Eun Kyoung Rhee, Shinki An, Younah Kang, Keeheon Lee, In Han Song; IGEE Proc. 2024;1(1):6-19. Published online September 30, 2024; DOI: https://doi.org/10.69841/igee.2024.002

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Purpose
This study assesses the Global Citizenship Education (GCEd) and Education for Sustainable Development (ESD) initiatives at the Yonsei Institute of Global Engagement and Empowerment (IGEE). The objective is to identify strengths and areas for improvement in promoting ESD and GCEd principles and contributing to the Sustainable Development Goals (SDGs). Design/Methodology/Approach: This research employs a comprehensive analysis framework to evaluate Yonsei IGEE's initiatives, including the "Understanding Sustainable Development with Ban Ki-moon" lectures, "Social Engagement Fund (SEF)" research program, "SDG Initiative," and "Global Engagement and Empowerment Forum (GEEF))." It considers objectives, environmental focus, pedagogical strategies, topic coverage, learning dimensions, and outcome measurement. Findings: Yonsei IGEE initiatives demonstrate strengths in terms of clear objectives, environmental focus, and pedagogical strategies. They complement each other, fostering synergy in promoting ESD and GCEd principles. The lecture series offers a holistic view of SDG issues, whereas SEF empowers students to address challenges practically. The SDG Initiative guides Yonsei's research community, and GEEF disseminates SDG knowledge and fosters collaboration. Originality: This study contributes originality in two aspects. First, it presents an innovative evaluation framework specifically designed to assess the diverse GCEd and ESD programs at Yonsei IGEE. This framework serves as a valuable tool for future evaluations of similar initiatives in higher education institutions. Second, the data and contents analyzed in this research, drawn from Yonsei IGEE's programs, are novel and provide unique insights into the efficacy of the GCEd and ESD efforts.

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Student Involvement in SDG Projects: Seven Years of Yonsei University’s Social Engagement Fund (2018–2025)
Sarah Soyeon Oh, In Han Song, Shinki An
IGEE Proceedings.2025; 2(3): 178. CrossRef

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