“…However, many scholars refer to the framework of the global citizenship study from the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2015) that explains that the characteristics of youth born with global citizenship attribute consist of three elements: 1) the cognitive domain, the attribute of a knowledgeable person, and analytical thinking skills for understanding issues relevant to local, national and international circumstances leading to cooperation and interdependence in a global society; 2) the socio-emotional domain, the attribute of the students with a sense of human value, the value of sharing responsibility, sincerity, and unity including respect for differences and diversity; 3) the behavioral domain, the attribute of the students with practical and responsible behavior for the local community, society, nation, and world for peace and sustainability. These three elements are essential that many countries rely on for curriculum design as well as teaching and learning activities focusing on youth development in each country, such as developing content in the curriculum of Global Citizenship promotion (Ait-Bouzid, 2020;Massey, 2014), developing teachers to manage learning following Global Citizenship guidelines (Damiani, 2018), developing textbooks (Karakuş et al, 2017;Mikander, 2016). In addition, the researcher also suggested that the development of the students should prioritize with the cognitive domain.…”