In response to the increased human role in the current geological age, the United Nations has developed SDG-4.7, which particularly aims at developing sustainable lifestyles, human rights, gender equality, social justice, active citizenship, appreciating diversity, and promoting peace. Like many other countries, Pakistan has endorsed SDGs and has developed new policies to reach these goals. The government has planned to achieve SDG-4.7 mainly through education, and therefore, the government has included global citizenship in the latest education policy. However, developing global citizenship among learners is particularly challenging for Pakistan due to the local challenge of the multi-religious, multi-ethnic, and multi-cultural nature of the society. This chapter examined the challenges and possibilities of developing global citizenship through technology. First, the study presented the current status of global citizenship education in Pakistan. Then, the chapter discussed the challenges involved in teaching global citizenship and why global citizenship education should be implemented. The chapter further discussed how global citizenship can be efficiently inculcated in learning and instruction. Integrating technology in the instructional process has the potential to critically teach both features of global citizenship: global competencies and global consciousness. Technology-mediated instruction, simulations, and usage of artificial intelligence can play a crucial role in developing an inclusive and culturally responsive classroom that facilitates global citizenship. Presently, technology is merely used to develop the cognitive domain of Bloom’s taxonomy. This chapter has identified how technology can cultivate global citizenship, which is more relevant to the affective domain. The chapter further suggests implementation of the Sufism model to teach global citizenship to tackle local challenges and make it more acceptable and significant for the masses.