Neoteric lifestyles have brought great damage to nature and the environment. Education in the wider sense will play an integral role in bringing the change required in distant ways. Science education with proper understanding can act as a vector for the promotion of inter-connectivity globally. With the knowledge of Global Citizenship Education (GCE), students will learn to respect their thoughts while taking account of others points of view. The field of GCE is not restricted to any single subject. It is meant for all areas of the curriculum. This research work investigated the impacts of the gender of students within global citizenship education with science teaching and investigated any difference in learning outcomes of students belonging to different groups based on their gender. The nature of the study is experimental. The samling technique used is a mix of random and purposive sampling. The mixed-method research design has been adopted for data collection, i.e., qualitative and quantitative methods will be used within the single study. Findings revealed the existence of differences in pre and post-test marks, indicating no difference in knowledge-based, value-based, and citizenship-based outcomes of boys and girls. It means that the GCE course is effective for both boys and girls, irrespective of gender. Students accepted that curriculum promoting global citizenship has been absent from the spotlight.

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