The literature presented above points to some research gaps which the book aims to fill. Firstly, although there are some studies on teachers’ and students’ attitudes towards global issues in the English as a foreign language (EFL) class (see in 2.2), most of them are based on either private language courses or university classes; unfortunately, not many can be found coming from the secondary school context. Therefore, this research project focuses on two contexts: from the secondary school context, secondary school EFL teachers and their students participated in my studies; and from the university-level EFL teaching training context, EFL tutors in teacher training and their students were the participants. The reason behind the choice of these two contexts is two-fold: On the one hand, it seemed expedient to examine how the global competence of students around the voting age in Hungary is developed. On the other hand, it was also relevant to explore the presence and possibilities of global education in EFL teacher training, in future EFL teachers’ language, language pedagogy and methodology classes. Secondly, the global dimension in ELT is understudied in Europe, most of the examples come from either the Middle East, the Far East or from South America. Thirdly, studies on global education in Hungary are virtually non-existent. The only two found were conducted before 2012 but those did not enquire into the global dimension in ELT. Nonetheless, as noted above (in 2.3.1), it was very important to explore what happens in Hungarian EFL classrooms in connection with global issues, as global education could be a remedy to Hungarian students’ apathy towards participation in public affairs and could also yield many more benefits.