Framing youth activism in global education policy: how international organisations construct narratives of participation and reform

Abstract

Youth activism is increasingly recognised as a force in addressing global challenges, yet its framing within international organisations (IOs) education policies remains underexplored. This study investigates how influential IOs construct narratives of youth activism in policy documents that shape educational priorities and youth engagement frameworks. Using a narrative policy framework, we analyse 14 documents published in the last five years by six global IOs – UNESCO, UNICEF, the World Bank, the International Labour Organisation (ILO), the Commonwealth, and the United Nations High Commissioner for Refugees (UNHCR). Through critical discourse analysis, we examine how these IOs define youth roles in educational reform, lifelong learning, and civic participation. Findings reveal that IOs prioritise structured, institutionalised activism aligned with educational narratives, while marginalising grassroots movements and reinforcing a Global North bias in policy priorities. This study underscores IO’s role as norm-setters and calls for more inclusive, equitable policy discourses to empower youth as agents of educational and social transformation.