Abstract : Global Citizenship Education (GCED) is a cornerstone of contemporary education; it aims to nurture learners into becoming responsible and active global citizens. In Algeria, the integration and promotion of GCED in the high school curriculum is vital to equip students with the knowledge and skills needed to effectively address global challenges. However, the successful implementation of GCED in the classroom largely depends on teachers’ awareness and preparedness. Thus, this research endeavour seeks to investigate and examine EFL teachers' awareness of incorporating GCED in Algerian high school curricula and to understand their perceptions and attitudes towards this emerging concept. The study used a descriptive quantitative research approach through a Likertscale questionnaire addressed to thirty EFL teachers who work in high schools across different regions in Annaba. The study’s findings revealed that the majority of EFL teachers have a positive attitude towards GCED and are aware of its importance in the Algerian high school context. Yet, it has also been indicated that teachers face a myriad of challenges in embracing GCED into their teaching practices, including a lack of resources, inadequate teacher training, and resistance from traditional teaching approaches. In conclusion, this study underscores the need for comprehensive teacher training programs that address the challenges that teachers face in adopting GCED practices. Keywords: Global citizenship education; Global citizens; contemporary education; EFL teachers; language curricula