The increasing emphasis on global citizenship within international educational policy making as a consequence of its identification as a specific target, and enabler of, the UN Sustainable Development Goals (SDGs) presents a useful opportunity to reflect on the original purpose and future direction of global citizenship education (GCE). This chapter contemplates the future(s) of GCE against the backdrop of a global educational governance landscape increasingly shaped by corporate interests, new (Tech-based) philanthropy, EdTech (Educational Technologies) and neoliberal (or more specifically neuroliberal) policies and funding infrastructures. More specifically, it considers the implications for GCE of the increasing alignment of SDG 4.7 (the SDG target that addresses sustainable development, global citizenship, etc.) with socialemotional learning (SEL), a movement concerned with cultivating social-emotional or ‘human-centric’ skills, attributes, competencies, values and traits deemed necessary for ‘life-effectiveness’ in the twenty-first century (CASEL 2016: 1). The recent proliferation of SEL curricula, platforms, assessment tools and services to cultivate and monitor specific social-emotional skills (SES) such as problem solving, critical thinking, creativity, initiative, conscientiousness, ‘grit’, (a combination of passion and perseverance), empathy, self-awareness and so on. is reflective of a growing enthusiasm for SEL within national educational systems, as well as among international policy actors, global corporations, businesses and ‘big’ philanthropists (Bryan 2022; IEFG 2022; Mochizuki 2023; Williamson 2021).