PROMOTING GLOBAL COMPETENCIES AT INSTITUTIONS OF HIGHER (original) (raw)

Educating for Global Competence: Learning Redefined for an Interconnected World

The world in which today's students will live and work is fundamentally different from the one in which their parents and teachers grew up. Rapid economic, technological and social changes are creating a world that is ever more interconnected and interdependent. Globalization of economies, the digital revolution, mass migration, and the prospect of climate instability are triggering new concerns and demanding a new kind of graduate. At the dawn of the 21st century we are recasting our understanding of economics, communication, security, cultural identity, citizenship, and the environment. There is an increasing call for a more powerful and relevant learning in response to these new demands and opportunities .

Intercultural and Global Competencies Development to Foster Professional Collaboration among Countries

Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, 2020

Currently, we are more connected than ever because of developments in information and communication technologies. Physical barriers no longer obstruct interacting, collaborating, and relating to people anywhere in the world. The development of intercultural competencies allows the individual to have proper knowledge and understanding of different cultures and interact and relate effectively in different multicultural settings. The purpose of this document is to show the current status of the doctoral thesis about the development of intercultural and global competencies in university students through an innovative training model that promotes collaboration among students of different nationalities. To help understand the problem on which the research topic focuses, we present a status report on the review of the literature and the integrated, sequential-explanatory design of a mixed-methodology for collecting quantitative and qualitative data. With the results, we expect to propose an innovative, technologically-based training model that promotes intercultural and global competencies in higher education students. This research progress report explains the theoretical contributions to the construction of the framework and the methodology. CCS CONCEPTS •Social and professional topics • User characteristics • Cultural characteristics

Cultivating Global Competencies for the 21st Century Classroom

International Journal of Information Communication Technologies and Human Development, 2016

This participatory action research study aims to advance teachers' knowledge of innovative technologies as a means to promote global competency skills. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and developing “transformative educator model” that integrate global education into the 21st century classrooms. It studied over 10 pre-service teachers, 2 in-service teachers and 3 teacher educators, and documented their transformative, inclusive, multilingual, multicultural projects across content areas.

Developing Global Competency across the Disciplines: An Interdisciplinary Project

Educators must find ways to prepare students for the challenges they will face in both their professional and their personal lives as citizens in the 21 st century. This paper describes an internationalization project initiated by two faculty members at the University of Central Florida in Orlando, Florida. The faculty members represent two diverse disciplines: English/Technical Communication and Political Science/International Relations. The project involved the creation of a series of assignments designed to enhance students' ability to understand issues of communication, power, and negotiation as they relate to addressing global issues at the local level. The assignments were designed so that they could be used either individually or in a sequence.

A Comparative analysis of global competences within the framework of internationalized curricula

Tuning Journal for Higher Education, 2021

An agreement seems to exist that graduates must be equipped with competences required to act successfully and appropriately in a global context. Many authors have proposed lists of competences that could form part of such a graduate profile which must be taken into account when designing internationalized curricula. However, merely listing of a competence does not guarantee that students develop it to the level expected by society. The present article reports on a meta-study based on eight Tuning studies. This meta-study compared the findings across the eight Tuning studies in terms of the different stakeholder groups’ ratings of importance and achievement of 11 global competences – generic competences valued by over 71,000 graduates, employers, students and academics in more than 100 countries and across four continents (Europe, Latin America, Africa and Asia). The contribution of the meta-study presented consists in offering a possibility to identify commonalities and differences ...

Measuring Global Competence of Undergraduate and Postgraduate Students

2022

Twenty-first century students live in an interconnected, diverse and intensively changing world. Developing intercultural and global competences is of major importance. In such a context this study comes to investigate global competence of 336 undergraduate and postgraduate students through a quantitative methodology. Convenient and snowball sampling techniques were followed, whereas the data were analyzed with the statistical software SPSS 27.0 for Windows. According to the findings, most of the students demonstrate high levels of competence and some variables, such as gender, age, study program and level of ICT knowledge seem to affect some of the sub-scales.

Global Competency Through Collaborative Online International Learning (COIL)

7th International Conference on Higher Education Advances (HEAd'21)

There is a need for college students to develop global perspectives and gain cultural awareness to become responsible global citizens. Innovative ways to create such experiences are known as Collaborative Online International Learning (COIL experiences). COIL is a voluntary partnership between professors in different countries collaborating on jointly-constructed learning experiences to enhance international and intercultural understanding. The purpose of this article is to highlight a successful COIL partnership between students from SUNY Oswego in New York and The Hague University of Applied Sciences in the Netherlands during the COVID-19 pandemic. 35 students participated in the experience that served as a platform to educate students through a health educator’s unique cultural lens. Benefits from the experiences regarding global outcomes showed that both US students (n=70.6%) and Holland students (n=61.1%) felt that they gained the appropriate skills and knowledge to use in thei...

Introduction to Global Skills 21ST Century Skills to Global Skills

Zenodo (CERN European Organization for Nuclear Research), 2022

University of Oriental Studies takes steps to promote the modern teaching techniques and uses various ways to achieve them. One of them is creatinga Global Skills Learning Environment 21st Century Skills to Global Skills Towards the end of the 20th Century, it was perceived that the system of education would not be able to meet the needs of the 21st Century, because preparing students with the skills for a job for life was quickly becoming redundant. More and more people were having to reskill or up skill over time, so it was now more important to build resilience and adaptability into our societies. Various governments, academic entities, and corporate entities came together to try and predict what skill sets would be needed in the workplace of the 21st Century and therefore what should be taught in the education system to meet those needs. This is how the idea of 21st Century Skills began. It is not enough to try to predict the skills that students will need before they finish their schooling; rather, we need to enable them to become lifelong learners, way beyond school. A group of leading researchers and practitioners in education, brought together by Oxford University Press, has advised on the key issues that are required to shape language learning in the 21st Century. The Global Skills that they outline prepare learners for lifelong success, not only academically and professionally but also personally. Global Skills incorporate the 4 Cs of 21st Century skills, but also identify other key skills and competences. Global Skills are directly applicable to the language classroom and can be developed and learned by both students and teachers in the context of a language lesson.

The Global Case Study Challenge: A Virtual Exchange Developing Global Work Competencies

European Conference on e-Learning

The Global Case Study Challenge (GCSC) is a virtual exchange program designed for Bachelor and Master level students from interdisciplinary programs. The program focuses on the development of key Global Work (GloW) competencies, defined as: intercultural, digital communication and sustainability competencies. This paper discusses how the GCSC, as a new virtual model of teaching and learning, in a real-world context, supports the development of future-oriented work competencies. These competencies are crucial for effective global virtual teamwork and New Work scenarios in remote contexts. To date, 1450 students and 50 educators from 30 universities across 20 different countries have worked together in some 380 Global Virtual Teams on real-life business cases. The learning design of this virtual exchange project is rooted in the knowledge that future-oriented global work competencies such as intercultural competence, digital communication competence and sustainability competence can ...

Good Practices in Global Competence Development within the International Baccalaureate Framework

RECIE. Revista Caribeña de Investigación Educativa, 2023

In a rapidly changing world, students must develop their global competence, which is the ability to understand, act and manage global and intercultural affairs. However, there is still no systematic description in the literature of how educational institutions should act to contribute to the development of this competence in their students. This study attempts to discover those organizational and teaching practices that foster an optimal climate for the development of global competence, based on a case study methodology from a center that is a reference in this field. Through qualitative research, the practices that have proven effective are identified. It is concluded that intelligent leadership that encourages both personalized learning and actiontaking within a culturally diverse environment is key to global competence.