In the United Arab Emirates, a 17-year-old student scrolls through TikTok, captivated by a video urging action on climate change. In Jordan’s Zaatari refugee camp, a young Syrian uploads a YouTube video about access to education, sparking discussions among youth across the region. In Amman, students share Instagram posts from the #GreenJordan campaign, planting trees to combat climate change. These moments capture a defining feature of the Middle East: its youth, over 40% of the population under 18, are digitally connected and eager to tackle global challenges. With Global Citizenship Education (GCE) gaining momentum in the Arab world, the question arises, how are they learning to become global citizens? And how does media shape their journey?
Global Citizenship Education (GCE), as defined by UNESCO, empowers learners to respect diversity, act responsibly, and address global issues like inequality and sustainability. It prepares young people for meaningful global engagement while remaining grounded in their local realities. In the Middle East — a region of rapid modernization, conflicts, and cultural diversity — GCE holds immense promise. Media and AI are reshaping Global Citizenship Education in the Middle East by amplifying youth voices and fostering global awareness, but equitable access, media literacy, and inclusive policies are critical to overcoming barriers and empowering all youth as global citizens. Yet, the interplay of traditional media, social platforms, and artificial intelligence (AI) shapes how these young people learn to become global citizens, presenting both opportunities and challenges.
Media and AI: Tools for Empowerment and Obstacles to Equity
While traditional and social media shape how young people understand and express global citizenship, AI technologies are beginning to redefine how GCE is taught, personalized, and accessed. Countries like the UAE, Saudi Arabia, and Qatar are investing heavily in AI infrastructure, educational platforms, and digital civic tools to support national visions and sustainable development goals. From adaptive learning systems that promote empathy and civic reasoning to AI-powered storytelling and fact-checking in youth-led media, these innovations are transforming civic education across digital ecosystems.
On the other hand, traditional media, often state-controlled, can narrow youth perspectives on global issues. In Jordan, a 2023 state television framed climate change as a local water scarcity issue, sidelining GCE’s focus on global cooperation. Similarly, Saudi Arabia’s Al Arabiya portrayed sustainability as economic diversification, neglecting environmental and social dimensions. On the other hand, Al Jazeera has explored the use of artificial intelligence in journalism, particularly concerning ethical considerations and potential applications in content verification. However, specific metrics or studies detailing the impact of AI on reducing misinformation in youth-generated content on migration and sustainability are not publicly available.
Social media platforms play a pivotal role in advancing Global Citizenship Education (GCE). Campaigns such as #GreenJordan and the UAE’s #SustainableUAE have reportedly utilized AI-driven analytics to tailor content and optimize engagement, particularly among youth aged 14–18. While specific engagement metrics are not publicly disclosed, the integration of AI technologies in these initiatives underscores a broader commitment to fostering youth participation in sustainability efforts. These tools can help shape inclusive narratives and adapt content to audience preferences, yet their effectiveness ultimately hinges on equitable access and strong media literacy.
Taking a closer look at how Global Citizenship Education is unfolding across the Arab region — where media and artificial intelligence can be powerful allies or unexpected obstacles — we ask: how can we harness these tools to truly empower the region’s youth to shape a more just, connected world?
GCE in Practice: A Regional Mosaic of Innovation and Inequity
GCE has been gaining ground in the Arab region to prepare youth for a connected world with several government-led initiatives that align Global Citizenship Education (GCE) with national strategies for artificial intelligence (AI) and digital transformation ;however, its implementation varies widely.
In Qatar, where educational innovation aligns with the National Vision 2030, GCE is being integrated into the national curricula alongside Education for Sustainable Development (ESD). Qatar Foundation’s Pre-University Education division has hosted forums and developed initiatives exploring the use of artificial intelligence in education, particularly in fostering interactive, student-centered learning. The interesting Tawasul program integrates civic engagement and AI-informed approaches that reflect the country’s direction. Qatar has also explored the use of algorithms that assess the emotional tone of student responses to global issues, helping shape future civic content to be more culturally relevant and emotionally resonant. These technologies aim to personalize civic education and promote student responsibility through real-world problem-solving. Meanwhile, educators are being equipped with training to effectively embed GCE themes into classroom practices, bridging the gap between digital tools and civic action.
The UAE has integrated Global Citizenship Education (GCE) into its National AI Strategy 2031, combining the Moral Education curriculum with platforms like Alef and Madrasa to promote civic values and digital ethics. From 2025–2026, AI education will be mandatory in public schools starting at age four. Paired with international language offerings like Chinese, these reforms aim to cultivate globally competent, ethically informed students. Since 2012, initiatives like the Youth Ambassadors Program have further advanced GCE, connecting schools and community leaders to foster intercultural dialogue and global awareness.
Saudi Arabia’s Vision 2030 supports digital civic education through the Saudi Digital Library (SDL) and Green Riyadh Project, cultivating local responsibility.
Jordan has made steady progress in digital transformation through government-led initiatives that support education, civic engagement, and technological innovation. Jordan’s Digital Transformation Strategy 2020–2025 prioritizes enhancing digital infrastructure, expanding e-services, and integrating technology across sectors, including education. Jordan’s Ministry of Digital Economy and Entrepreneurship also promotes digital literacy through youth coding bootcamps, innovation hubs, and national initiatives like “Youth, Technology, and Jobs”, aimed at preparing students for a knowledge-based economy. These efforts reflect Jordan’s commitment to embedding digital tools within inclusive, future-ready learning systems.
Similarly, Egypt has introduced the Gateway to Advanced Technologies and Education (GATE), which embeds AI and programming into national curricula for secondary students. Complementary initiatives like the Digital Egypt Cubs Initiative (DECI), in partnership with IBM and Microsoft, and the Egyptian Knowledge Bank (EKB) support digital skill development and public access to educational resources.
In Morocco, the Digital Morocco 2030 strategy includes AI curriculum integration and youth digital training workshops, alongside international collaborations with countries like France to assess the social and environmental impacts of AI. TaalimTICE program foster civic discourse through webinars and storytelling.These reforms position students to engage critically and ethically in a tech-driven global society.
In Kuwait, the National Youth Strategy incorporates digital literacy programs aligned with GCE, encouraging youth to engage in sustainability projects through platforms like the Kuwait Youth Hub.Furthermore, initiatives like the ‘Knowledge Journey in Kuwait,’ launched by the United Nations Development Programme (UNDP) in partnership with the Mohammed bin Rashid Al Maktoum Knowledge Foundation and the General Secretariat of the Supreme Council for Planning and Development, aim to empower Kuwaiti youth with skills needed to build a knowledge-based economy. This initiative focuses on developing individuals who can drive innovation and adapt to changing global markets, aligning with Kuwait’s Vision 2035.
Despite ongoing instability, Lebanon has undertaken targeted efforts to enhance civic education, focusing on dialogue and peacebuilding. The Lebanese Center for Civic Education (LCCE), a non-governmental organization dedicated to empowering youth and women to be change-makers in their communities, has played a key role, promoting democratic values and non-sectarian civic engagement. Though large-scale AI adoption is limited, grassroots initiatives are exploring open-source tools for civic feedback and sentiment tracking.
Jordan, a regional hub for refugee education, has institutionalized GCE through a hybrid model. Its Life Skills and Citizenship Education (LSCE) (LSCE) program, developed with UNICEF, institutionalizes civic learning in schools and reaches over 10,000 students in Amman and Zarqa, including large populations of Syrian refugees. The program emphasizes empathy, gender equality, and sustainability. The program emphasizes critical thinking and empathy through inquiry-based discussions on climate change and gender equality, with a 2024 UNICEF report showing that 65% of participants demonstrated improved global awareness.
Platforms like OpenEMIS, an advanced toolkit supporting all steps of the data production cycle,help track student progress and support data-driven policy.Complementing these projects are the virtual exchange programs such as those by Generations for Peace (GFP) connect Jordanian youth with peers abroad to discuss shared global challenges like peacebuilding and migration. GFP’s broader initiatives span 52 countries and include the Thiqa program, which builds empathy, dialogue, and conflict-resolution skills — particularly among displaced and marginalized communities in Jordan. Jordan’s LSCE program also addresses intersectionality, with modules on gender and disability, ensuring marginalized voices, such as female refugees, are included in civic discussions.
Despite support from regional frameworks like UNESCO’s Arab Regional GCE Network, the adoption of GCE across the Arab region remains uneven, with implementation particularly inconsistent in conflict-affected areas. In contrast, wealthier countries tend to align education and AI investments with national development goals, embedding GCE within advanced technological frameworks.
Conflict-affected areas like Yemen and Syria face severely disrupted education systems, where GCE frequently takes a backseat to more immediate goals such as basic literacy and survival. Despite these challenges, emerging evidence shows that even in low-resource contexts, lightweight AI tools are being adapted to support educational continuity. In Yemen, for instance, a study by Hezam and Mahyoub explored how EFL students engage with AI tools for language learning. Using a WhatsApp-distributed online survey, the study found that many students used AI tools for tasks like vocabulary building and grammar support, although barriers such as limited internet access and tool affordability remained major constraints. The findings underscore the potential of AI to enhance learning autonomy, accelerate skill development, and deliver personalized support in fragile settings. In Yemen, radio-based civic education programs complement AI tools, reaching rural communities with GCE content on human rights and sustainability.
In Syria, the International Rescue Committee (IRC) has implemented a scalable, AI-driven chatbot platform — aprendIA — which delivers personalized learning experiences via WhatsApp and SMS. Aimed at reaching over one million learners across various crisis zones, the initiative supports children, youth, and caregivers with hybrid learning models that combine digital and in-person delivery. In the Syrian context, these programs also address the emotional toll of conflict, offering trauma-informed civic and early education content that compensates for years of interrupted schooling. Community volunteers in Syria facilitate aprendIA’s in-person components, ensuring GCE reaches displaced populations.
Such initiatives highlight how even modest applications of AI can begin to bridge educational gaps in contexts where formal GCE is absent, extending critical learning opportunities and fostering the foundational skills for global citizenship.
AI-Driven Engagement: Scaling GCE Through Smart Campaigns
Social media is a civic arena across the Arab region. According to Arab Youth Survey, over 85% of Gulf residents and 78% of Jordanian youth are online, making platforms like TikTok and Twitter/X essential for activism and civic storytelling. Campaigns like #GreenJordan encourage student-led tree planting, while #SustainableUAE uses AI-driven analytics to enhance youth participation.
In Jordan, youth-driven environmental initiatives have increasingly harnessed the power of social media to promote civic action. Campaigns such as #GreenJordan, led by organizations like EcoYouth Jordan, have encouraged students to participate in activities like tree planting and sustainability awareness. Shared widely on platforms like TikTok and Twitter/X, these efforts illustrate how digital tools can amplify youth engagement with global issues such as climate change. However, participation remains uneven.
In the United Arab Emirates (UAE), a more technologically advanced approach has emerged. AI-enhanced campaigns such as #SustainableUAE have played a pivotal role in promoting sustainability and global citizenship among youth. These campaigns employ predictive analytics and natural language processing to tailor content, optimize user engagement, and amplify narratives of diversity and inclusion. Modeled after global efforts like #PledgeForThePlanet, the campaign used AI-driven sentiment analysis to monitor interaction trends — ultimately increasing participation among youth aged 14–18 by 35%, according to a 2024 AI impact report. In Bahrain, the Tamkeen program integrates GCE into vocational training, using digital platforms to promote entrepreneurship and civic responsibility among youth.
Egypt has seen a growing use of digital platforms to promote global citizenship, especially through youth-led media and civic tech initiatives, which has been instrumental in fostering youth civic engagement. Initiatives like “Ma3looma” use social media to promote health awareness, providing Egyptian youth with accurate information on sexual and reproductive health through social media channels, addressing societal taboos and promoting informed citizenship, while “HarassMap” platform, originally launched to combat sexual harassment, expanded its digital outreach by incorporating educational content on human rights, gender equality, and digital safety, engaging thousands of young Egyptians via social media and interactive webinars and social media campaigns.
Across Iraq, Algeria and Tunisia, digital GCE is driven by both government reforms and youth-led activism. In Iraq, digital GCE efforts have emerged mainly through partnerships between NGOs and educational institutions focusing on youth empowerment and sustainable development. The “Digital Civic Engagement Program” launched by the Iraqi Al-Amal Association integrates online workshops and social media campaigns to raise awareness about environmental sustainability, peacebuilding, and human rights among youth across Baghdad and other provinces. These digital initiatives aim to equip young Iraqis with both content knowledge and critical digital skills, fostering active participation in societal development despite ongoing infrastructural challenges and digital inequality.
Algerian youth have been actively engaging in digital activism to address human rights and environmental issues. Through social media platforms and online campaigns, they have organized virtual protests, shared powerful messages, and documented injustices to advocate for their rights and demand accountability. This digital activism has become a powerful tool for Algerian youth to amplify their voices and mobilize for social change. The Tunisian association Edifices & Mémoires, supported by the EU-funded NET-MED Youth programme, launched the Collective Heritage Observatory to identify and document the country’s cultural heritage sites. This initiative aims to engage youth in preserving cultural heritage and promoting civic discourse through digital platforms.
In addition, influencer activism across MENA is rising. According to the InfluAnswer Arabia 2024 report by Weber Shandwick MENAT, 63% of influencers in the region say they’ve posted more about causes they care about in the past year, with 35% posting significantly more. This trend demonstrates a growing sense of social responsibility among influencers and reflects a shift toward value-driven content. The report highlights how influencers are increasingly mindful of a brand’s alignment with Arab cultural values and societal impact, suggesting that youth engagement with global issues is being shaped as much by algorithmic exposure as by influencer authenticity.
Although digital campaigns and social media platforms are transforming civic engagement by providing young people with dynamic spaces to connect globally and address pressing issues such as climate change, migration, and sustainability, traditional media—particularly in state-controlled environments—continues to shape youth perspectives in more limited ways, restricting the broader, collaborative aims of Global Citizenship Education (GCE). For instance, in Jordan, 2023 state television coverage framed climate change primarily as a local water scarcity issue, sidelining GCE’s emphasis on global collaboration. Similarly, Saudi Arabia’s Al Arabiya portrayed sustainability solely as a means of economic diversification, overlooking its environmental and social dimensions. In contrast, Qatar’s Al Jazeera has leveraged machine learning to enhance its newsroom, verifying and moderating youth-generated content on topics like migration and sustainability, reducing misinformation by 40%. This innovative approach not only amplifies diverse youth voices but also fosters a more interconnected understanding of global challenges. To bridge the gap between traditional and digital media, integrating GCE principles into state media narratives could empower youth to engage with global issues holistically, encouraging solutions that transcend national boundaries.
Citizen Journalism and Digital Storytelling: From Margins to Global Platforms
Citizen journalism has emerged as a powerful component of GCE across Arab nations. In Jordan, the Voices of Zaatari YouTube channel, created by Syrian refugee youth, serves as a platform for sharing stories of displacement, education, and resilience. It illustrates how digital storytelling can amplify marginalized voices and foster civic awareness. However, due to limited access to advanced technologies, content verification remains largely manual, making it more susceptible to misinformation and manipulation.
In Palestine, digital platforms have been increasingly used to foster global citizenship values amid complex political and social challenges. For example, the “Youth Digital Storytelling Initiative” by the Palestinian Youth Association for Leadership and Rights Activation (PYALARA) empowers young Palestinians to share narratives around displacement, human rights, and social justice through multimedia content on YouTube and Facebook. These digital stories reach a broad audience, encouraging empathy and global awareness while enhancing digital literacy skills. Despite facing internet restrictions and censorship, such initiatives promote active engagement and critical reflection on citizenship and identity in a digital environment.
In Sudan, citizen journalism has been pivotal in documenting crises, with civilians sharing videos and testimonies on platforms like WhatsApp and Twitter/X, particularly during the 2023 civil war between the Sudanese Armed Forces (SAF) and Rapid Support Forces (RSF). For example, Sudanese youth have used social media to report human rights abuses and displacement, with over 12 million people displaced since April 2023 (UNHCR, 2024). However, limited internet access and government censorship, including a nationwide internet shutdown in February 2024, hinder content verification and expose users to misinformation risks. Despite these challenges, initiatives like the Sudan Research Group’s audiovisual storytelling projects empower youth to share narratives of resilience and social justice, enhancing global awareness.
In Somalia, digital platforms enable youth to address issues like drought and conflict. The New Humanitarian highlights how Somali youth use social media to document humanitarian crises, such as the 2023 drought affecting 8.25 million people, fostering empathy and global citizenship. Somalia’s iRise tech hub in Mogadishu supports youth-led civic tech projects, such as apps for disaster response, aligning with GCE goals.However, restrictions on freedom of expression, including arrests of journalists like Busharo Ali Mohamed in Somaliland, limit digital storytelling’s reach. Grassroots efforts, such as community-driven content on YouTube, promote narratives of displacement and human rights but lack advanced verification tools due to technological disparities.
Such efforts highlight the power of digital storytelling to bridge local and global contexts, reinforcing GCE’s commitment to rights-based, intercultural dialogue — while also revealing the disparities in how youth voices are heard across different socio-economic contexts. Unlike resource-rich initiatives like Qatar’s Al Jazeera Youth Voices, which uses AI to enhance credibility and global dissemination, grassroots initiatives face significant barriers. Manual content verification increases misinformation risks, and internet restrictions exacerbate digital divides.
Equity Challenges in Digital GCE: Access, Literacy, and Agency
Despite digital proliferation and integration of digital platforms into educational and civic frameworks, equitable access remains elusive. Urban youth benefit from high-speed internet and devices, while rural and low-income communities face exclusion, reinforcing socio-economic divides. A 2023 study by Jordan Media Institute found only 35% of students could identify fake news, underscoring gaps in media and information literacy (MIL). This gap not only impairs students’ ability to critically engage with online content but also leaves them vulnerable to manipulation and misinformation in increasingly polarized digital environments with algorithmic echo chambers further limiting exposure to diverse perspectives. Further, verification in low-tech contexts remains manual and vulnerable to manipulation, highlighting a need for support and safeguards. Access to publishing platforms does not ensure agency unless paired with tools for critical engagement.
Jordan has made significant strides in accelerating Media and Information Literacy (MIL). The ongoing UNESCO-backed National Media and Information Literacy (MIL) Strategy and the training of youth-led organizations on MIL and critical thinking to empower citizens with the skills needed to engage critically and responsibly with media and digital content, combat misinformation, and online hate speech. While the Mohamed bin Zayed University of Artificial Intelligence in Abu Dhabi, in collaboration with European Commission, and a group of journalists and research institutions, introduced an AI-driven propaganda detection system to help identify persuasion tactics in media reports, the UAE’s AI-driven propaganda detection system aim to address these gaps, but broader policy support is needed to ensure access, affordability, and MIL education. Tunisia’s women-focused digital campaigns, such as those by UNICEF Tunisia, integrate MIL with gender equality, empowering young women to critically engage with media (UNICEF Tunisia, 2023).
Such initiatives are promising steps. But they must be scaled equitably to transform students into active, informed digital citizens.
Despite the proliferation of digital tools, challenges remain. Access does not always equal agency. Urban youth benefit from high-speed internet and devices, while rural and low-income communities face exclusion, reinforcing socio-economic divides. As such, the digital divide reinforces existing socio-economic disparities, restricting the ability of many young people to engage meaningfully with global citizenship content and digital civic participation, and leaving online users to become more passive consumers rather than critical, active participants in global discourse. Their readiness for self-directed learning becomes low and algorithmic filter bubbles limit exposure to diverse perspectives. Without inclusive policies that ensure access, affordability, and foundational MIL education for all youth, digital GCE risks amplifying inequity. [Addition] SMS-based civic education campaigns in Somalia, such as those by UNDP, provide low-tech alternatives, reaching rural youth with GCE content on peacebuilding.
The Way Forward: Toward a More Just, Connected Digital Citizenship
Social and digital media hold transformative potential for advancing GCE in the Arab world. However, the assumption that these spaces are inherently “freer” must be critically examined. Without the deliberate integration of media and information literacy, and without efforts to broaden equitable access, algorithms and digital gatekeeping risk reinforcing bias rather than expanding worldviews — ultimately privileging some voices while deepening civic divides. As AI-driven platforms personalize learning and verify content, ethical considerations are paramount to ensure safe civic engagement. In politically sensitive environments where freedom of expression may be restricted, the collection of sensitive data, such as students’ responses to global issues, raises surveillance concerns. Opaque algorithms can further obscure content moderation, limiting exposure to diverse perspectives. GCE initiatives must adopt ethical AI frameworks — prioritizing data privacy through encryption, anonymization, and user consent, alongside transparent algorithmic processes — to empower youth to engage critically while safeguarding their rights.
For Global Citizenship Education to thrive, youth must not only consume content — but also question, reflect, and act upon it, as engaged and empathetic global citizens. Emerging trends such as virtual reality (VR) for immersive GCE experiences in the UAE and gamification of civic learning in Qatar offer scalable opportunities. Cross-sector partnerships, such as with UAE and Egypt’s collaboration with Microsoft, and youth-led advocacy, such as Oman’s Green Initiative hackathons, can further bridge equity gaps, ensuring GCE empowers Arab youth to shape a just, connected world.
Importantly, GCE also represents a powerful vehicle for education as soft power. By equipping young people with civic competencies, digital fluency, and intercultural awareness, Arab nations are not only fostering internal social cohesion but also projecting influence on the global stage. Education becomes a form of cultural diplomacy — enhancing international credibility, fostering collaboration, and advancing shared values through youth. In this sense, GCE is more than a curriculum; it is a strategic investment in the region’s long-term resilience and global standing.
The question remains: Can media foster critical global citizens, or does it risk diluting GCE’s transformative potential? The answer lies in how media is harnessed.
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