The aim of the CEGE was to build well-being and socially just educational eco-systems. To reach this aim, the objectives of the CEGE were to i) increase and deepen educational professionals’ and students’ knowledge-base and understanding about (un)sustainable development and global responsibility, and to boost their interest and willingness to ii) promote social justice, engage and act for sustainability, equality and equity in their schools and broader eco-systems. In the CEGE we intertwined development of professional capabilities and safer critical & ethical global issues pedagogy. In doing so, we developed sustainable professionals identities for the development of more sustainable future within and beyon d school environments. In practice we wished to equip educational professional more cohesively with the same professional competences and to critically examine the materials and methodologies used in the schools. In the CEGE, these competences and teaching and learning materials concerned complex questions about the profound global inequalities, discrimination; active participation in implementing global education and engagement in the creation of safe(r) schooling for all.
Two key rationales guided the formulation of the CEGE project. On the one hand, and with regards to the policy frameworks into which we are committed globally, in the CEGE we wished to do our share by operationalising educational policies and strategies into contextualised pedagogical practices and to safeguard quality (global) education for all. On the other hand, the CEGE addressed pragmatic needs that drew from the schools, teachers and students, such as development of the curriculum, and inclusive and safe learning environments; teachers’ professional development and pedagogical support; development of students’ understanding about global issues and critical thinking skills, cultivation of their empathy, and promotion of social responsibility and active citizenship. Thematically the CEGE focused on ethical and critical global education, Agenda 2030 and the SDGs, social responsibility and sustainability, non-discrimination, and the creation of safer spaces within and beyond school environments.