📄 Abstract
It’s a story of a beautiful country, the USA, where we can explore classrooms with pupils of different cultures and ethnicities, a nation that always welcomes all people with a warm heart and enlightens their lives with the glory of education and rich identity. This study examines the concept of multi-ethnographic and multicultural perspectives with an effective integration into standards-based global citizenship education within K–12 systems. Drawing on a mixed-methods approach and secondary data from three distinct educational contexts, the United States, Canada, and Australia, it examines both the potential and the complexity of aligning cultural inclusivity with academic standards. Quantitative trends suggest improved student engagement and participation where culturally responsive content is embedded, while qualitative insights emphasize the importance of community partnerships, teacher agency, and system-level adaptability. Findings challenge the assumption that teacher resistance is the central barrier, pointing instead toward structural limitations such as rigid assessments and uneven support. By synthesizing these patterns, the study proposes a practical framework that positions cultural inclusion not as an add-on, but as foundational to effective, equitable education. While the research is limited to specific regions and relies on secondary sources, it offers a timely contribution to conversations on how schools can educate informed students, culturally aware global citizens.
🏷️ Keywords
📚 How to Cite:
Sifat Jahan Chowdhury , A COHESIVE STANDARD-BASED GLOBAL CITIZENSHIP EDUCATION WITH MULTI-ETHNOGRAPHIC & MULTICULTURAL DIVERSIFICATION , Volume 13 , Issue 10, October 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 50 - 59 , DOI: https://doi.org/10.36713/epra31738