Making global citizenship real at Maastricht University

What’s holding teachers and students back?

Teachers feel stuck in a rigid system. They struggle with limited flexibility, little time for meaningful feedback, and financial barriers to extracurricular activities. They worry about a lack of diversity among staff, too much focus on employability, and too little space for empathy, global perspectives, and real-world problem-solving. Some questioned whether universities are even designed to support the values of GCEd.

Students, meanwhile, feel disconnected. They see little cultural and intellectual diversity in their learning environments. They criticised the shallow way empathy is included – often mistaken for agreement – and the slow pace of decolonial and inclusive reform. Many feel the university is too focused on individual success instead of community-driven learning.

Big ideas, bold solutions

Despite these frustrations, the discussion sparked ideas for change.

Teachers want more freedom to experiment with curricula, linking local and global issues in meaningful ways. They see potential in stronger ties with alumni, more critical debate, and smarter use of AI to support global values.

Students want to be heard. They want external voices in the classroom, open discussions, and an education system that values disagreement and diversity.

The core issue? Teachers want the flexibility to teach in a way that matters. Students want a shift in culture – to be recognised as contributors, not just learners.