<![CDATA[This article aims to formulate a globally oriented Social Studies framework to support the civic engagement of lower-secondary students. The conceptual-narrative review uses nine substantive sources selected purposively through targeted web searches during revision. Sources were selected for their relevance to global citizenship education, Social Studies inquiry, critical citizenship, or adolescent civic engagement. Extraction distinguished conceptual arguments, pedagogical guidance, and empirical findings; analysis linked source propositions to codes, categories, and four themes. Reading depth depended on accessible material, including the abstract and author summary for one digital study. The synthesis identifies four themes: local and global interconnectedness; context-sensitive global citizenship; critical dialogue across knowledge perspectives; and participation through action and digital media. The proposed framework separates knowledge, attitudes, and intentions as enabling elements from dialogue, collective decisions, and action as observable forms of engagement. Digital spaces are treated as media across activities rather than a separate outcome dimension. Pedagogical implications are illustrated through a proposed five-session project on school packaging waste, a packaging-tracing task, a portfolio, and an analytic rubric with aspect-specific descriptors. The review concludes that a global perspective can inform Social Studies designs connecting issue analysis with action for the common good, provided that students have meaningful choices and equitable access. This relationship is a conceptual proposition rather than evidence of increased student engagement. Limitations include non-exhaustive source selection, variation in source contexts and accessibility, and the absence of framework testing in Indonesian schools.]]>
