Research reviews are presented on the definition, scope, and nature of global education. Specifically, reviews focus on developmental research, which suggests that a certain age span is appropriate for teaching awareness of other nations, and environmental research, which identifies influences on the student in the classroom environment. In addition, global education is viewed within the broader framework of the literature on political socialization. Research shows and educational theories suggest that children between the ages of 7 and 12 years are particularly open to learning about others and to developing patriotism without chauvinism. Evaluations of programs and innovative curricula suggest that the most effective teaching approach is an analysis of cultural differences within the context of universal characteristics and needs of humankind. An organized, sequential effort which engages the student in experiential learning is most effective. Literature on political socialization identifies parental and media influences as factors which affect attempts to change attitudes through curriculum. Classroom climate, teacher credibility, and cooperative learning strategies appear to be the most important factors in developing positive attitudes. Although sufficient rationale for global education exists, the need to assess the impact of implemented programs is critical. (KC)