This paper presents a narrative literature review examining how Philosophy for Children (P4C) methodologies can enhance Global Citizenship Education (GCE) in post-primary teacher education. As global issues grow increasingly complex, there is a heightened demand for educational strategies that cultivate critical thinking, ethical awareness, and civic engagement among educators. Philosophy for Children, an inquiry-based pedagogical approach grounded in structured dialogue, promotes these competencies by engaging student teachers in reflective and collaborative learning processes.

The central research question explores how P4C methodologies influence student teachers' comprehension and practical application of global citizenship concepts within classroom settings. Related sub-questions investigate the effectiveness of P4C in developing teachers’ critical reflection on global issues, their application of philosophical inquiry methods, and the challenges they encounter during implementation.

This review integrates three conceptual perspectives: philosophical inquiry through communities of inquiry, dialogic pedagogy emphasising ethical reasoning and inclusive dialogue, and global competencies focused on perspective-taking and intercultural understanding. These theoretical lenses help illuminate how P4C methods can foster meaningful engagement with GCE themes.

Methodologically, the review synthesises existing theoretical, empirical, and policy-related literature to identify patterns and insights regarding the integration of philosophical inquiry in teacher education. Preliminary findings indicate that P4C effectively supports the aims of GCE, enhancing educators' abilities to facilitate inclusive, reflective, and ethically informed classroom discussions. However, significant institutional barriers such as rigid curricular frameworks and performance-oriented assessment practices may limit the sustainable implementation of these approaches.

Overall, this study highlights the potential benefits and challenges associated with incorporating philosophical inquiry into teacher education curricula, providing insights relevant for policymakers, teacher educators, and practitioners committed to advancing GCE.

Keywords: Philosophy for Children, Global Citizenship Education, Teacher Education, Post-Primary Education, Dialogic Pedagogy, Critical Thinking, Ethical Reasoning, Pedagogical Innovation, Teacher Professionalism, Narrative Literature Review.