In a context deeply shaped by the dynamics of globalization, contemporary society perceives itself as part of a global citizenship. In this process, education has emerged as a fundamental vehicle for promoting the comprehensive development of students as active agents in the pursuit of common goals. However, recent decades have been marked by a series of criticisms regarding the prevailing Western ideological bias in the definition, its instrumentalization in service of a capitalist model or specific state-driven objectives, as well as its exclusionary character. Acknowledging the value of the aforementioned concerns, this research aims to provide a plausible explanation for the neutral character of the concept of Global Citizenship Education as proposed by UNESCO. Building on this premise, the study delves into educational practices within the university context. Based on an international cooperation project between Universidad Carlos III de Madrid and Universidad de La Sabana, the research seeks to offer a clarifying perspective on the current state of global citizenship, along with a series of recommendations to ensure that university internationalization efforts transcend cultural cosmopolitanism and become genuine drivers of global citizenship.