Abstract

This qualitative study explored the integration of Global Citizenship Education (GCE) within Physical Education (PE) curricula in Iranian elementary schools. Data were collected through semi-structured interviews with ten PE teachers in Esfahan, Iran, and analyzed using thematic analysis informed by phenomenological principles (van Manen, 2016). Findings revealed limited explicit inclusion of GCE in curricula but showed implicit integration through teachers’ practices such as team sports fostering collaboration and discussions promoting ethical decision-making. Key challenges included resource limitations, cultural barriers, insufficient teacher training, and inadequate administrative support (Keshāvarz et al., 2019; Rezaee et al., 2022). The study highlights the urgent need for culturally sensitive curriculum frameworks and targeted professional development to enhance GCE integration in PE. This research contributes nuanced insights into GCE implementation within diverse cultural contexts, focusing on the Iranian education system (Tarozzi, 2014).