As a result of student inquiries, we hope that students can and will take action with their learning. This can take many forms as teachers aspire to empower learners to engage in meaningful student initiated action. There are many ways to take action, and the IB categorizes action in the following areas:
Participation
Being actively involved in the learning community and showing commitment to contributing as individuals and as members of a group.
Advocacy
Taking action individually or collectively to publicly support positive social, environmental or political change.
Social justice
Taking action for positive change relating to human rights, equality and equity. Being concerned with the advantages and disadvantages within society, and with social well-being and justice for all.
Social entrepreneurship
Supporting positive social change through responding to the needs of local, national and global communities; applying prior knowledge and skills to identify and address challenges and opportunities in innovative, resourceful and sustainable ways.
Lifestyle choices
Making positive lifestyle choices in response to learning.
In addition to these categories, small choices and moments of action may emerge as a result of student learning. All types of action can be fostered through modeling, naming and recognizing them when they are shown or seen by students.
To better encourage action, teachers can intentionally plan for action opportunities to guide and support students with this process. While student initiated action is ideal, teacher driven and facilitated action is also appropriate in PYP classrooms and schools.
At the Western Academy of Beijing, Global Citizenship Education in the Early Years lays the foundation for empathy, curiosity, and responsibility toward the world. Rooted in play-based, inquiry-driven learning, our approach helps young learners begin to understand their place in a diverse and interconnected world.
Through age-appropriate experiences, children explore themes such as kindness, fairness, environmental care, cultural identity, and community. They engage in meaningful actions—like sorting recyclables, practicing inclusion during play, and connecting with peers in other parts of the world—helping them build an early sense of agency and impact.
These experiences nurture the values and skills of global citizenship: respect, compassion, open-mindedness, and the confidence to take thoughtful action. By celebrating difference and fostering belonging, our Early Years learners begin their journey as active participants in a more just, peaceful, and sustainable world.
At the Western Academy of Beijing, Global Citizenship Education in the Elementary School empowers students to see themselves as changemakers—curious, compassionate, and capable of making a difference in the world around them. As students deepen their understanding of themselves and others, they are encouraged to think critically, act ethically, and collaborate across cultures and communities.
Through transdisciplinary learning and real-world connections, students explore pressing global and local issues aligned with the UN Sustainable Development Goals. Whether addressing environmental sustainability, equity, well-being, or intercultural understanding, students engage in inquiry, dialogue, and meaningful action.
Programs such as grade-level buddies, student-led initiatives, and community partnerships provide authentic opportunities for students to practice empathy, take responsibility, and reflect on the impact of their choices. By fostering a strong sense of belonging and purpose, WAB helps every elementary student grow into a thoughtful, confident global citizen.