In a critical review of the South African government's Minimum Requirements for Teacher Education Qualifications (MRTEQ), designed to provide a foundation for teacher education institutions, a stark deficiency emerges in terms of critical Global Citizenship Education (GCE). This paper thus aims to investigate the underpinnings guiding teacher educators' pedagogical practices in developing the capacities their students require for a critical GCE. A case study research design guided by an interpretative paradigm was used. Semi-structured online interviews were conducted among nine teacher educators at a university in South Africa. The adoption of a case study design with a small sample size restricts the generalisability of the findings. The researcher acknowledges this limitation; however, this study was of an explanatory nature, with the objective of gaining in-depth knowledge of the teacher educators' reactions to the interview questions, rather than aiming to generalise the findings. The study establishes a compelling link between teacher educators' familiarity/understanding with GCE, curriculum integration, and the use of technology in the development of globally-minded, critically-thinking citizens. The findings suggest that the majority of university educators favoured soft GCE approaches, whereas a sizable minority embraced crucial GCE qualities. The findings further confirm that when technology is used in the classroom, it helps students work together and think critically, which leads to a significant rise in student autonomy. However, the research reveals significant barriers, such as a lack of technology, a predominant focus on content over meaningful dialogue, and the implications of using either a soft or critical GCE approach. These results underscore the need for addressing these challenges to effectively facilitate respectful discussions and cultivate critical global citizenship in students.