Global citizenship competencies are among the important domains of 21st–century skills or transversal skills and competencies (UNESCO, 2016), and intercultural competencies form a vital part of the broad global citizenship competencies (Akkari & Maleq, 2020; Leeds-Hurwitz, 2013). In Southeast Asia, the need to contextualize global citizenship competencies within the historical, cultural, and social realities and educational missions of each country has been emphasized by educational planners (UNESCO, 2016) and scholars (Alviar-Martin & Baildon, 2016; Akkari & Maleq, 2020). In the Philippine context, the need to contextualize global citizenship concepts is crucial, particularly in light of the current school curriculum that predominantly emphasizes citizenship rooted in nationalist and patriotic values (Adarlo, 2016). This emphasis on nationalistic values becomes important when appreciated within the context of the country’s colonial history, the struggle for independence, and the strengthening of national identity. Numerous possible pathways exist for contextualizing global citizenship competencies within the complex historical and contemporary social landscape of various countries. A significant aspect of this contextualization involves connecting the global citizenship competencies, specifically intercultural competencies, to the specific global experiences of children who are left behind by parents employed as Overseas Filipino Workers (OFWs).