This article presents the history and framework of the Reggio Emilia philosophy, an educational approach to early childhood education that places children as the main participants and protagonists of the curriculum. It also showcases the growing influence of the Reggio Emilia philosophy around the world, through key regional and national organizations. The association of the Emilia fundamental values of the Reggio Emilia with the globally competent soft skills helps this philosophy to overcome the growing need worldwide. Ultimately, the internationalization of this approach has inspired teaching practices all over the world. Within different nations, organizations that advocate the application of Reggio Emilia principles in various schools has grown, prompting a need to educate children to that they will develop emotionally and cognitively, in making thinking visible.
Vision 2030 Jamaica calls for an education that prepares global citizens. Teachers play a pivotal role in fulfilling a nation's educational goals. This paper presents a quantitative study exploring Jamaican in-service teachers' global perspectives. The Global Perspective Inventory served as the study's theoretical framework. The study found that teachers reported a neutral disposition to the significance of one's cultural context to determine which knowledge is relevant, a high intrapersonal score, and mix tendencies on the interpersonal-social interaction scale. The results intended to advance teachers' global perspective awareness and identify possible areas of curriculum development.
Globally competent people have the knowledge, skills, and dispositions to understand and to find lasting solutions to global issues and problems using multiples perspectives. They understand interdependence and interconnectedness of the global systems, cultures and communicate effectively with different people around the world. The purpose of this paper is to discuss how an international online learning experience enhances our awareness of different perspectives and cultural diversity, the challenges facing humanity and the world, and our role as globally competent citizens. In particular, this paper discusses the design and implementation of an international online learning experience to promote global learning between two higher education students in the United States and Mexico. The paper uses global competency as the pedagogical framework for teaching and promoting global learning within the context of global competency.Resumo: Pessoas globalmente competentes têm o conhecimento, as habilidades e as disposições para entender e encontrar soluções duradouras para problemas e problemas globais usando perspectivas múltiplas. Elas entendem a interdependência e interconexão dos sistemas globais, culturas e se comunicam efetivamente com pessoas diferentes em todo o mundo. O objetivo deste artigo é discutir como uma experiência internacional de aprendizado online aumenta nossa consciência sobre as diferentes perspectivas e diversidade cultural, os desafios que a humanidade e o mundo enfrentam e nosso papel como cidadãos globalmente competentes. Em particular, este artigo discute a elaboração e implementação de uma experiência de aprendizado online internacional para promover a aprendizagem global entre estudantes do ensino superior nos Estados Unidos e no México. O artigo considera a competência global como estrutura pedagógica para ensinar e promover a aprendizagem global dentro do contexto da competência global. Palavras-chave: Competência Global. Aprendizagem Global. Aprendizagem Online. Colaboração Multicultural Online. Cooperação Internacional em Educação Superior. Difusão Transfronteiriça de Educação.Infusing an international online learning experience into the curriculum: a United States and Mexico collaboration Dialogia, São Paulo, n. 30, p. 85-100, set./dez. 2018.
This article presents a qualitative study conducted at a Historically Hispanic Serving Institution (HHSI) to further the understanding of its internationalization decision-making process. The study uses the Internationalization Cube model to review the institution's internal processes and policies toward internationalization and assess how its international activities align with its internationalization efforts. The Internationalization Cube, an eight-cell model, permits the positioning of Institutions of Higher Education (IHEs) based on the analysis of its three dimensions and respective subcategories: policy, support, and implementation. The International Dimension Index (IDI) and the Item Relevancy Index (IRI) were also used to determine the level of alignment between the HHSI position on the Internationalization Cube and its international activities. The study finds that the HHSI is on Position 6 on the Internationalization Cube (priority policy, one-sided support, and systematic/structure implementation), and exhibits all the international activities considered indicators of internationalization but attention is needed to foreign language, international students, study abroad, faculty movement and involvement in international projects. The study concludes that an association exists between the institution's position on the Internationalization Cube and its international activities, and adjustments in the institution's policy, support, and implementation dimensions will be required to advance its position on the Internationalization Cube making its internationalization process more sustainable. This study makes a contribution to addressing the need to assess an IHE by presenting a holistic organizational framework instead of a fragmented international activities organizational analysis.
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