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The purpose of this paper to discuss the impacts of diversity in the educational setting, it seems necessary ?rst to de?ne some key terms, including culture and cultural diversity. The paper purely theoretical, therefore, information will solicited through literature review to present arguments. Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Beliefs are seen as individual cognitive conceptions in constant relation to behaviour and the external environment. Bidirectional relationships exist between personal beliefs, behaviour, and the external environment, but their influence and reciprocal effects vary for different activities and under different circumstances. Diversity has become an increasingly important part of lecturers’ lives beyond school, and even within the classroom it can also help increase their understanding of complex issues of diversity students are confronted with. Similar all social behaviour, teaching and learning is shaped through acculturation and different cultural backgrounds. Most people expect a learning and teaching environment that they are used to from their own educational experience as a student. Teaching in intercultural educational environments should be sensitive to different cultural styles of learning and teaching. This sensitivity is essential, regardless of the subject, whether it is a universal scientific phenomena or not. Paper argues that although cultural groups share commonalties in perspectives, behaviours, and ways of being in the world, they are rarely homogenous. The paper concludes that inclusion of diversity especially when dealing with different cultures is important because it helps with systematic and organized process of applying which strategies and theories to improve the quality of education.

A brief history of the teaching profession is related to the development of teacher education and the institutions associated with professional teacher training in Nigeria. The study adopts a qualitative research approach with a phenomenological research design and purposively selects 18 participants from 6 Geo-political zones of Nigeria with three participants from each zone. (South-South, North-East, South-East, North-Central, South-West, and North-West). A thematic approach is used to analyse the data from a semi-structured interview. The research engaged educators on thematic approaches to global citizenship education (GCE). A pilot study conducted by the researchers made a case for the de-colonisation of GCE in Nigeria to be embedded in a Continuous Professional Teacher Development (CPTD) program, for educators and stakeholders to acquire the skills that can support them to identify and manage disparities in knowledge sharing, values, ethics and social responsibility. While recommending a national adoption of UNESCO’s 2030 Sustainable Development Goals in professional teaching policy and praxis, the paper argues that homegrown CPTD programmes should be a core activity in the process of de-colonising GCE.