Cultivating Global Citizenship through Higher Education: A Reflection on the Development from Civic to Global Engagement

Grad, Johanna M.; Zande, Indira S. E. van der

doi:10.3390/educsci12110766

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Internationalisation at home and civic competencies share a common goal of preparing individuals to navigate and contribute to an increasingly interconnected and diverse world (Grad & van der Zande, 2022;Kraska et al, 2018). Teachers' interaction within internationalisation at home environments requires an awareness of belonging to a common social good, and thus civic and intercultural competencies are critical (Marks et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Supporting Preservice Teachers’ Civic Competence as a Strategy for Internationalisation in the Digital Era

Dania,

Koukounaras Liagkis,

Gogoulou

et al. 2024

CEPSj

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Higher education institutions worldwide show an interest in enhancing their internationalisation initiatives by integrating innovative teaching approaches into formal curricula. A main concern is to ensure that preservice teachers enter future classrooms with a high level of civic competence. The aim of this study was to investigate the challenges and opportunities confronted within a professional development programme designed to promote preservice teachers’ competencies for democratic culture. The professional development programme was a three-year Erasmus+ KA2 programme involving the development of teacher training modules inspired by and aimed at developing competencies from the Reference Framework of Competencies for Democratic Culture. Its objective was to integrate digital resources within practicum-based learning modules based on democratic citizenship values. Following the implementation of the programme, a SWOT analysis (strengths, weaknesses, opportunities and threats) was conducted to gather data on the programme’s potential to support preservice teachers’ civic competencies. The SWOT analysis was completed by ten teacher educators from five different university departments located in two metropolitan cities in central and northern Greece. Thematic analyses were used at a case and group level. The results showed that the online affordances of the programme, combined with each department’s practicum-based learning modules, could effectively support the development of preservice teachers’ civic competencies, provided that resources were adapted with a human-centred sensitivity to the specificities of each context. In alignment with worldwide teacher education trends, we advocate for the implementation of similar programmes in the future as a ‘participatory internationalisation at home’ strategy for supporting teacher online collaboration and peer learning.

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Section: Introductionmentioning

confidence: 99%

Supporting Preservice Teachers’ Civic Competence as a Strategy for Internationalisation in the Digital Era

Dania,

Koukounaras Liagkis,

Gogoulou

et al. 2024

CEPSj

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“…Future professional success of students in this changing labour market requires that they not only develop themselves intellectually, but also build future-proof and lifelong transversal competencies such as collaboration, creativity and leadership (S a and Serpa, 2018;Rourke et al, 2018). Higher education institutions across the world have responded to the call to prepare future citizens for and provide training beyond transferrable content knowledge, for example through stimulating collaboration with societal partners in civic or global engagement projects (Grad and Van der Zande, 2022), or by the more recent focus on institutionalising graduate attributes. The idea of graduate attributes emerged in response to concerns about students being ill-equipped to access the changing labour market and involves learning objectives such as "stakeholder collaboration", "being able to deal with change", or "having a global outlook" (Harvey and Knight, 1996;Barrie, 2006;Rourke et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Student perceptions of Living Lab research internships in the COVID-19 pandemic – a Dutch case study

van Engelenhoven,

Geiger,

Ünal

et al. 2023

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PurposeTo effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To adequately prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students with regard to the development of their academic, professional and personal skills. Hence, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students.Design/methodology/approachThe authors employed self-reported pre-and post-questionnaires into students' confidence levels with regard to their academic, professional and personal skills. A total of 35 questionnaires were conducted during the period February 2020–July 2021. The authors subsequently applied evaluation research, using a benchmarking approach, to analyse the data.FindingsThis study firstly indicates that students are most confident in their personal skills, both before and after conducting the LL, and that they further developed these due to being pushed outside of their growth zone by the various challenges posed during the LL, including the COVID-19 pandemic. Secondly, while students seem to have become more aware of their professional skills in the LL, this was the aspect on which no improvement was reported after conducting the LL, potentially due to an increased awareness of one's own room for improving professional skills outside of academia. Thirdly, students' reported academic skills improved the most during the LL, which highlights the importance of embedding academic learning both in theory and practice. Lastly, the impact of COVID-19 changed the setting of the LL which led to challenges but also opportunities with respect to research design, time investment and communication.Practical implicationsAs LLs seem to contribute to transversal and academic skill development of students, we can legitimise their increasingly common place in higher education curricula. LLs are not only beneficial for stakeholders and society as they generate new insights into societal questions, they are also of added value to students who actively collaborate with the external organisations and researchers. The LLs can thus be seen as a method of education which contributes to students' preparation for future careers, which is one of the main tasks of higher education institutions. Due to the COVID-19 pandemic the LLs were conducted online, which resulted in disadvantages and advantages. Future LLs can be anticipated on more hybrid or even further online collaborations, which also opens the possibility of collaboration with international organisations located at different parts of the world. In this case, extra attention will need to be devoted to aligning expectations among the different stakeholders and specifically focussing on ways to ensure good communication.Originality/valueThis case-study is one of the first studies that specifically looks at the newly emerging concept of LL research internships and the perception of the student while conducting LLs with societal partners. Previous literature on the topic is scarce and, if existing, has mainly focused on the benefit of the partner organisation or society. Instead, we purposefully reflect on how the collaboration contributes towards students' professional development and employability. By doing so, this paper is one of the first to shed light on the benefits accrued to students’ development by participating in an LL. In addition, as the case study, unexpectedly, took place at the height of the COVID-19 pandemic, we were also able to evaluate the influence of COVID-19 on the LLs and draw insightful lessons learned for future collaborations with local and international partners in an online setting.

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“…In an era characterized by increasing globalization and the interconnectedness of economies and societies, the internationalization of higher education has emerged as a vital component for educational institutions worldwide. Internationalization represents a concerted effort by universities and colleges to engage with the global academic community, foster crosscultural exchanges, and prepare students for a world where borders are becoming increasingly porous (Ghosh & Jing, 2020;Grad & van der Zande, 2022;Jaskolski & Udoh, 2022;Robson, & Wihlborg, 2019). It involves adopting policies and practices that facilitate the integration of international perspectives, experiences, and collaborations into the core functions of higher education institutions (HEIs), such as instruction, research, extension, and production.…”

Section: Introductionmentioning

confidence: 99%

Internationalization Practices and Preparations: A Case of a State University in Central Luzon, Philippines

Rogayan Jr,

Mendoza

2023

IJMABER

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In the era of internationalization, Philippine higher education institutions (HEIs) are compelled to continually refine their operations and governance to align with global standards. This descriptive cross-sectional survey research was conducted to assess the extent of practices and preparations for internationalization at a state university in Central Luzon, Philippines. The study engaged four administrators and 21 faculty members as respondents, collectively offering a perspective on the university's approach to internationalization. The study reveals that the university has initiated practices and preparations geared towards internationalization. Nonetheless, it is evident that there is room for further enhancement of its strategic directions and plans to more comprehensively integrate internationalization into its academic programs, policies, and administrative processes. This paradigm shift will require a measured, time-sensitive approach to ensure that the university meets its internationalization goals successfully. To expedite this process, the university administration could proactively take the lead in championing and facilitating internationalization efforts. This proactive leadership is pivotal in building a culture of global engagement, forging international partnerships, and positioning the university as a frontrunner in the international academic landscape. By doing so, the university can more effectively embrace the challenges and opportunities of internationalization in higher education.

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Cultivating Global Citizenship through Higher Education: A Reflection on the Development from Civic to Global Engagement

Cited by 5 publications

References 22 publications

Supporting Preservice Teachers’ Civic Competence as a Strategy for Internationalisation in the Digital Era

Supporting Preservice Teachers’ Civic Competence as a Strategy for Internationalisation in the Digital Era

Student perceptions of Living Lab research internships in the COVID-19 pandemic – a Dutch case study

Internationalization Practices and Preparations: A Case of a State University in Central Luzon, Philippines

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