This Master's thesis explores into the unique educational landscapes of Ireland and Mozambique through a comparative analysis of literacy programs in both nations to promote active citizenship. While Mozambique, in its developmental journey, stands in contrast to Ireland, both are ex-colonized countries with educational systems positioned in different historical contexts and levels of development. Despite these, a shared commitment to global educational objectives, as outlined in UNICEF's 17 Sustainable Development Goals, particularly the goal of providing quality education for all, unites these two nations. Through the lens of a Mozambican educator studying in Ireland, this study seeks to explore the transformative potential of adult literacy in enhancing critical thinking skills among citizens, enabling them to actively engage in addressing community challenges such as poverty and injustices. Drawing inspiration from historical insights and contemporary trends in adult education, the thesis highlights the pivotal role of literacy education in combating social inequalities and empowering communities towards social transformations beyond basic literacy skills. Aligned with the philosophies of influential figures like Paulo Freire and pan-African pioneers like Julius Nyerere and Luis Cabral, the research also underscores the intricate connection between education, politics, and citizenship, emphasizing the need to address systemic issues impeding education and employment opportunities within Mozambican communities. By re-evaluating the concept of active citizenship and drawing from the wisdom of scholars like Marshal, Gaventa, and Gramsci, this study aims to spark a renaissance in community engagement and literacy education, urging individuals to play an active role in reshaping their societal features.