Being a Global Citizen
We raise our students as individuals equipped with global awareness, who understand different cultures and are sensitive to world issues.
A generation that thinks beyond borders
Global citizenship education is part of every year at Gökkuşağı. Gökkuşağı Schools aims to raise its students as global citizens equipped with worldwide awareness, giving them a perspective that understands different cultures, is sensitive to world issues and can produce solutions.
Global citizenship is not merely knowing different countries; it is taking responsibility as part of the global community and communicating effectively across cultures. We embed this understanding naturally into every stage of our educational journey.
Four core qualities
We build our students' growth as global individuals on four core qualities.
Global Awareness
Küresel FarkındalıkOur students develop a global perspective by understanding social, environmental and economic issues around the world.
Cultural Understanding
Kültürel AnlayışThey develop respect for different cultures and ways of life, viewing diversity as an enrichment.
Sense of Responsibility
Sorumluluk BilinciThey comprehend their responsibilities to the global society and act with that awareness.
International Collaboration
Uluslararası İş BirliğiThey learn to cooperate with individuals from different nations and to communicate effectively across cultures.
Not a concept, a lived experience
Global citizenship left as a slogan adds nothing to a child. Here it has an age-appropriate counterpart at every level, and the child’s role moves from listener to responsibility-taker as they grow.
- Kindergarten
Stories, songs and cuisines of different countries enter the classroom. This is where a child first meets, through play, the idea that people live differently. English is part of the daily routine.
- Primary
The inquiry units of the IB Primary Years approach invite children to ask questions that start in their neighbourhood and reach the world. Eco-School work opens their first area of responsibility.
IB Primary Years Programme - Middle School
Social responsibility projects and a second foreign language come into play. As students try thinking in another language, they open the door to another perspective.
Our social responsibility projects - High School
Representing a country at MUN, the service component of the IB and competing on international platforms: students now defend their own view at a global table.
IB Diploma Programme
We weave a global outlook into the fabric of education
Cambridge education, the IB Diploma Programme, the Primary Years Programme (PYP) and the Global Schools Program let our students experience global citizenship first hand, raising effective and responsible individuals ready for global impact.
Global citizenship frequently asked
Quite the opposite. A child who does not know their own culture cannot make sense of another. Our programme first makes them aware of their own values, then gives them the chance to compare; the result is not rootlessness but an outlook opened from firm roots.
It is not a separate subject. It sits inside social studies, science, language and literature, in MUN and social responsibility work and in CAP branches. The IB learner profile is already built on these qualities.
Yes. In international applications, service, international experience and multilingualism are integral to the file. MUN participation, a social responsibility project and the IB service component fill these areas concretely.
At the centre. Learning a language is not just learning words; it is being a guest in that language’s way of thinking. Our dual language programme opens two different windows for a child.
Alongside the IB and Cambridge programmes, our Global Schools Program membership places our commitment to bringing the sustainable development goals into school culture on an international footing.
Discover our international programmes.
Take a close look at our IB, Cambridge and international membership programmes that raise a generation of global citizens.
Global citizenship guide
Global citizenship is a matter of outlook, not of passport: seeing oneself as part of humanity, not only of one’s own city. It means being able to connect a distant issue to one’s own life and feeling responsibility through that connection.
Its counterpart in education is concrete: a student reading climate change not only as a science topic but also as the water supply of their own city. Such a reading turns knowledge from memorisation into decision.
The IB learner profile rests on ten attributes: inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker, balanced and reflective. At least half of these relate directly to global citizenship.
That is why we do not run two separate programmes. The profile is already worked through inside IB and Cambridge lessons; we simply multiply the areas where students can apply it beyond school.
The most effective support is discussing the news together. Instead of closing a distant event with “it does not concern us”, asking “why do you think it happened, what would we do?” widens a child’s outlook.
The second is contact with language and culture: different cuisines, different music, subtitled films, calls with relatives abroad. Small as they seem, these build the feeling that the world is large and open.