La concettualizzazione dell’ECG nella letteratura accademica. Un’analisi terminologica multilingue

This article presents the findings of research conducted within the PRIN project Global Civic Education (GloCivEd), which aims to clarify the conceptual and terminological framework of Global Citizenship Education (GCE). Through a document analysis of the Multilingual Global Education Digest (Digest) and the Global Education and Learning Database (GEL), the study explored the different interpretations of the GCE concept across four linguistic areas: English, Spanish, Portuguese, and Italian. The results show a strong predominance of English-language production and reveal relevant differences: while in Latin American and Brazilian research is rooted in critical and decolonial pedagogies, in Europe GCE assumes a more institutional and normative orientation, anchored in the frameworks of the 2030 Agenda.