After two years defined by the COVID-19 epidemic and the massive disruption it caused to social, economic, and cultural life, humankind has once again demonstrated its resilience and capacity to adapt and collaborate in the face of a short-term danger. However, the pandemic has also exposed many of the fault lines in our societies, among them a deficit of trust in political processes, the fragmenting and polarizing potential of information technology, the persistence of ‘us versus them’ narratives, ‘failures to pursue the ideals of solidarity and multilateralism, and growing inequality within and between countries (UNESCO, 2021a, p. 318).

Citizenship is an important component of the lifelong learning paradigm, extending from early childhood to school education and adult and third-age learning. Indeed, the acquisition and implementation of citizenship knowledge, skills, attitudes, and values are lifelong and life-wide activities.

Understanding civic concepts and institutions, knowing how to participate in civil society, practicing critical thinking, and gaining respect for a citizen's rights and obligations are all part of this. As the twenty-first century unfolds, the essential trait of learners will be their willingness to effect personal and social change, rather than their age.

Citizenship education is also crucial in encouraging tolerance, diversity, and conflict resolution. The validation of our individual identities serves as the foundation for global citizenship. Knowing who we are is the first step toward appreciating others. Education should not be used to coerce cultural minorities, Indigenous peoples, or other oppressed groups to assimilate into the dominant society, but rather to foster more balanced and democratic power relations in our communities. Individuals care about one another, welcome different viewpoints and experiences, and engage in environmentally responsible and resource-sharing behaviors. It entails a fundamental transformation in how humans understand one another and our role in nature. Education, particularly adult education, must be a humanizing and humanistic effort at its core.

Achieve the SDGs in general and SDG 4, in particular, is emphasized that, without sustained investment in human resources to build professional capacities we need to design curricula and learning materials; train and supervise educators; build and coordinate partnerships and collaborations; develop quality-assurance strategies and criteria; and conduct research on good practices and innovation. The active and global citizenship skills must be sustained and further developed in adulthood within a lifelong learning perspective.