To find quantifiable answers to RQs 1 and 2, two questionnaire studies were conducted, one among secondary school teachers and one among university tutors. The reason behind choosing questionnaires as a research tool was to be able to make inferences about teacher’s views about GCD and their attitudes towards dealing with global content in their classes based on a sample of the Hungarian EFL teacher population. Moreover, by using questionnaires, one “can collect a huge amount of information in less than an hour” (Dörnyei, 2010, p. 6), which seemed desirable after conducting two interview studies, where a single interview lasted approximately one hour. However, as Dörnyei (2010) points out, it is easy to produce “unreliable and invalid data by means of ill-constructed questionnaires” (p. 6). To avoid creating an unreliable instrument, Dörnyei’s recommendations were followed in the construction of my two questionnaires (Dörnyei, 2010; Dörnyei & Csizér, 2012). In what follows, first, the participants and the setting of the studies, i.e., pilot study in the secondary school context, main study in the secondary school context (Study 3) and the main study in the university context (Study 4) are presented in detail in Section 3.4.1. Then, the next section (3.4.2) presents the validation of the questionnaire and details the methods of data collection and analysis in Studies 3 and 4.