The primary aim of this study is to identify the dimensions and components of global citizenship education in first-year secondary schools using the thematic analysis technique. The research method is mixed (qualitative-quantitative). In addition to document analysis, the study employs thematic analysis using MAXQDA12 software to identify factors and components. The statistical population includes all faculty members with assistant professor rank or higher in the fields of educational management, higher education management, and educational technology, as well as principals and teachers of first-year secondary schools. Theoretical saturation was achieved after conducting 14 interviews. Ultimately, basic, organizing, and overarching themes were extracted. In the quantitative phase, structural equation modeling was used to determine the impact and rank of dimensions and components. Based on the semi-structured interviews, eight dimensions (ethical citizenship education, education for civic engagement and responsibility, education for peace and reconciliation, environmental citizenship education, education for global identity, education for global competence, education for scientific and practical knowledge, and student technology literacy) and 53 components (organizing themes) for global citizenship education in first-year secondary schools were identified. Subsequently, a researcher-developed questionnaire revealed the following ranking of priorities: education for global identity (coefficient = 0.942), education for global competence (coefficient = 0.937), education for peace and reconciliation (coefficient = 0.928), environmental citizenship education (coefficient = 0.921), education for civic engagement and responsibility (coefficient = 0.871), ethical citizenship education (coefficient = 0.862), education for scientific and practical knowledge (coefficient = 0.827), and student technology literacy (coefficient = 0.795).