Research in Social Sciences and Technology (RESSAT) Volume 5 Issue 1, 2020 Rapoport A. Editorial: Technologization of Global Citizenship Education as Response to Challenges of Globalization: 2020 (5)1, i-vii Editorial 2020: (5)1, Special Issue Technologization of Global Citizenship Education as Response to Challenges of Globalization Guest Editor Anatoli Rapoport (Purdue University) Cultural, linguistic, and economic exchanges between communities, including nations, are as old as civilization itself, but only recently did such exchanges receive an appropriate and universally recognized name: globalization. Naming the process caused a significant shift in how globalization came to be perceived, and it has become an important issue in political agendas, economic policies, and cultural aspirations. In other words, globalization helped shape and refine debates about global interconnections and interdependence, universality of human rights, and the importance of economic and social justice. Education, too, has been on the receiving end of globalization, but due to its traditionalistic nature, its response has been slower and more muted than that of economy, culture, or ideology. Along with the developments in international and global education, the emergence of global citizenship education (GCE) is one such response. The irony is that citizenship education developed historically as a means to raise and educate the young with the specific values and norms of the region or nation; in other words, to create national citizens loyal to the existing polity. This semantic twist is probably one of a number of reasons why many educators are still skeptical about GCE, which is a relatively new area of education. The traditional prevalence of the idea that citizenship only refers to national citizenship, confusion between citizenship as a legal concept and citizenship as belonging and membership (which is the subject of citizenship education), lack of a clear definition of global citizenship on the one hand and an array of characteristics that scholars usually attribute to it on the other, and erroneously understood patriotism are among the obstacles to a wider use of GCE frameworks in schools. Despite a growing number of empirical studies (Davies, Harber, & Yamashita, 2005; Merryfield, 2008; Rapoport, 2013, 2015; Sant, Davies, Pashby, & Schultz, 2018), educators and