In the following section, I intend to showcase some good practices of how EFL teachers aimed to nurture global citizens in class, using international examples. First, examples using audio-visual materials to develop aspects of global citizenship are presented, through studies from Hong Kong (Ho, 2020), Argentina (Cossu & Brun, 2020) and France (Ritch, 2020). Second, examples of the incorporation of literary texts to the same end are presented from classrooms in Germany (Burwitz-Melzer, 2001; Merse, 2015) and Thailand (Valente, 2004). Third, good practices of using speaking activities to promote global citizenship are shown from Brazil (Gimenez et al., 2011), England (Solomon, 2020) and Saudi Arabia (Alghamdi, 2020). The final section presents experiential learning activities through projects from Greece (Vlachopoulou, 2020) and joint projects involving Hungary and Turkey (Kaçar & Fekete, 2021) and Hungary, Bulgaria, Italy, and Turkey (Lázár, 2015). Even though the list is not exhaustive and there are certainly more studies presenting great ideas for the EFL classroom, the following section is intended to give an overview of great initiatives and serve as inspiration to teachers or teacher trainers who are thinking of incorporating the global perspective in their lessons.