Global Civic Education (hereinafter referred to as GCE) is a type of civics which involves the active participation of the community in projects related to environmental, political, economic issues. The two main elements are global awareness and global competence. Global awareness includes the moral and ethical aspects of global issues. Meanwhile, global competence is a form of skills that enables certain people from a nation-state to compete in the global job market.

In the Indonesian context, GCE is the brainchild of the government and non-governmental organizations to deal with emergency supranational institutions, area economic block, and development information and communication technology. All of these factors are pushing for a more globally oriented and collaborative approach to education.

Global citizenship that GCE represents in a broad sense refers to someone who prioritizes the identity of "global society" above his identity as a citizen. According to this concept, one's identity has crossed geographical or political boundaries and people on planet Earth are interdependent with one another. This term is used in fields of education and political philosophy and is known in social movements such as the global citizen movement.  

Global citizenship consists of voluntary practices oriented towards human rights, social justice and the environment at local, regional and global levels. Unlike national citizenship, global citizenship does not imply official status or any loyalty to a government. The emergence of regional economic blocs, supranational political institutions such as the European Union, and advances in information and communication technology have pushed many countries to prepare their people for competitiveness in the global job market.

The most important features of global citizenship education are voluntary actions that can be taken from the local community to the international community, the practice of cultural empathy, and the emphasis on active involvement in social and political life at the local and global levels. The GCE curriculum emphasizes the active role of global citizens. According to this approach, individuals and groups inside and outside the education sector can take action on human rights, trade, poverty, health and environmental issues. In addition, organizations such as UNESCO are also starting to prioritize global competence by incorporating science and technology into the GCE curriculum. The goal is to strengthen the link between education and economic development.

Meanwhile, in relation to global discourse in form stateless, GCE, even though it has a "global" face, is a new hope in the midst of the government's efforts to improve Indonesia's constitutionalism. Constitutionalism itself is an understanding of limiting the power of the state to protect human rights. In short, it can also be said that constitutionalism is a state ideology that is based on the protection of human rights accompanied by restrictions on state power which is distributed to state institutions to protect these human rights.

Based on this reality, the presence of the GCE is urgently needed in order to realize a democratic and civilized constitution. The urgency of the GCE in supporting and encouraging the birth of constitutional democracy and constitutionalism in addition to increasing political understanding and the workings of state institutions, also increases the active participation of citizens in political activities. In this case the GCE can play a role as a seed of constitutional democracy and constitutionalism in Indonesia.