Global citizenship education, therefore, not only reflect the home cultures, but also the languages of students from diverse groups, owing to worldwide migration, which could pose a threat to nations and schools to balance unity and diversity (Banks, 2008). The implementation of global citizenship could then support students from various backgrounds to obtain the knowledge, skills, and values to promote justice and function within cultural communities, nation-states, and global communities in the 21st century. Moreover, global citizenship education relies heavily on a liberal assimilationist notion of citizenship, which implies that individuals should embrace inclusion and participate effectively in the national and global civic culture. The limitation of this approach, however, is that there are few detailed strategies for executing curriculum interventions for transforming local or national citizenship within global citizenship education. The practical implication for education is to demonstrate the positive effects of global citizenship education across nations because it increases the social responsibility of citizens to respect the diversity of various ethnicities and decrease the possibilities of having tension and conflicts among them.