International Mindedness and Intercultural Competence: Perceptions of Pakistani Higher Education Faculty

Habib, Zehra

doi:10.22555/joeed.v5i1.1807

Cited by 7 publications

(7 citation statements)

References 13 publications

(19 reference statements)

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“…Global awareness or international mindedness, the ability to communicate with individuals from backgrounds of differing cultures, religions, and ethnicities in the global arena, and the development of critical thinking are acknowledged as important dimensions of the 21st century skills for a student (Fungchomchoei & Kardkarnklai, 2016;McCalman, 2014;McCloskey, 2012). In other words, students are expected to develop global citizenship (Habib, 2018) in the ever-increasingly multicultural world.…”

Section: The Importance Of Enhancing Teachers' Iccmentioning

confidence: 99%

Section: The Urgency Of Teacher Icc Training and Learningmentioning

confidence: 99%

“…Outside the language-class setting, in his qualitative study of higher education faculty members in Pakistani universities, Habib (2018) noted most of his participants had limited understanding of the two notions of "international mindedness and ICC" (p. 60) and seemed to hold an attitude which favored the teaching and learning of local cultures over international perspectives in their pedagogies and classes. Based on his study findings, Habib (2018) called for professional training to help teachers develop a global mindset and be prepared to instill it to their students. In Lee and Lim's (2017) review of international faculty working in higher education, they found that -when compared with domestic faculty -a high proportion of international faculty expressed more dissatisfaction with their jobs due to issues and challenges facing them including but not limited to linguistic barriers, cultural barriers, social isolation, employment visa, tenure and promotions.…”

Section: The Urgency Of Teacher Icc Training and Learningmentioning

confidence: 99%

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Enhancing Teachers’ Intercultural Competence with Online Technology as Cognitive Tools: A Literature Review

Jiang¹,

Soon²,

Li³

2021

ELT

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In an increasingly interconnected world, intercultural competency has become an essential skill for many. It is important for students to learn this skill, but are teachers equipped to instil such knowledge not just adequately, but also objectively and without prejudice? In light of the recent explosion in telecommunications-assisted teaching and learning, this is a timely review on the use of online technology as cognitive tools for enhancing teachers’ intercultural competency skills. Though various online platforms for learning and sharing have been developed for and used by students over the years, less attention has been given to teachers’ needs; only five well-documented projects pertaining to the upskilling of intercultural competence were found. We focus on these five projects and draw from them best practices, platforms and methods of potential and other insights, which would provide the best benefits in meeting the professional development needs of teachers.

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Section: The Importance Of Enhancing Teachers' Iccmentioning

confidence: 99%

Section: The Urgency Of Teacher Icc Training and Learningmentioning

confidence: 99%

Section: The Urgency Of Teacher Icc Training and Learningmentioning

confidence: 99%

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Enhancing Teachers’ Intercultural Competence with Online Technology as Cognitive Tools: A Literature Review

Jiang¹,

Soon²,

Li³

2021

ELT

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“…Thus, she proposed that the teachers’ and administrators’ reflections on the GCAA could be used for developing an induction program and professional development program for the faculty that would foster IM. Habib (2018) meanwhile conducted a qualitative study through in-depth individual interviews in order to explore understanding of international mindedness in higher education faculty members in Pakistan. Habib’s study revealed that faculty members had a limited understanding of international mindedness, applied it minimally in their teaching practices and needed more professional development to promote global citizenship.…”

Section: Literature Reviewmentioning

confidence: 99%

International Mindedness: A Revised Conceptual Framework

Metli¹,

Lane

2020

Jnl of Research in Internatl Education

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This paper suggests a revised framework for explaining, developing and assessing international mindedness (IM). A review of the literature – that presents initiatives, challenges, and debates regarding IM – concludes with an overview of selected conceptual frameworks that have been used to develop a shared understanding of IM. When the authors applied one of these frameworks in a previous empirical study, they found during data analysis that some aspects of the framework’s key pillars played a more supportive role and that other components of IM needed further identification. As a result, this paper proposes a revision of the framework that features intercultural competence and global engagement, and identifies more specific components of these attributes, namely knowledge, skills, dispositions, and agency. The paper includes another review of the literature to emphasise how these components are important for the development, implementation, and assessment of international mindedness.

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“…ICC encompasses the ability to communicate with individuals from backgrounds of differing cultures, religions, and ethnicities in the global arena, a critically important skill required for students to develop into global citizens in our rapidly expanding multicultural world (McCloskey, 2012;McCalman, 2014;Fungchomchoei and Kardkarnklai, 2016;Habib, 2018). COIL is an innovative and effective learning approach to foster global ICC in students, and provide a rich international experience compared to traditional forms of physical mobility and academic exchange.…”

Section: Introductionmentioning

confidence: 99%

Getting to the CoRe of Collaborative Online International Learning (COIL)

Borger

2022

Front. Educ.

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In response to the COVID-19 pandemic in 2020, there was a worldwide pivot of education to online communication and the utilization of diverse digital technologies to enhance global learning and foster cultural understanding. Within higher education, educators faced unprecedented challenges in the conversion of face-to-face interactions into online, virtual classrooms, with many educators unprepared and untrained to do so. Yet, the introduction of online digital technologies for pedagogical interactions expanded the internationalization of previously limited curriculum prospects, to create global interconnectedness with the potential to invoke Students’ awareness and appreciation of cultural differences in communication, leadership, and conflict. The development of international knowledge, pedagogical knowledge, and the linkage between the two is key for the internationalization of the curriculum. With the growth of new digital communication, learning opportunities such as Collaborative Online International Learning (COIL), aims to foster the development of intercultural competencies (ICC) in our students for future career advancement in an expanding global community. Despite the acknowledgment that faculty are underprepared and lack pedagogical knowledge to translate their lived experiences into their curriculum, there remains a tenable lack of available tools for educators to facilitate students actively participating in objective, equitable and inclusive intercultural communication. Herein, is proposed the novel application of a conceptual tool, a “content representation” or CoRe matrix, which explicitly separates a particular topic into divergent, yet linked dimensions of the knowledge and skills attributed to its content, teaching, and learning. It was hypothesized the CoRe tool could be applied to enhance an educator’s PCK of ICC, providing the valuable link between international and pedagogical knowledge, for effective internationalization of the curriculum. The novel ICC CoRe matrix successfully addressed the 4 dimensions of ICC demonstrating the robust nature of the application of the CoRe matrix in the development of an educator’s ICC PCK in the COIL classroom. With the exponential increase in digital technologies creating dynamic worldwide networks in education and the workplace, the development of conceptual tools such as the ICC CoRe matrix has the potential to develop and integrate an educator’s pedagogical knowledge with ICC, to support the development of effective, objective and inclusive student participation in global twenty-first-century classrooms and beyond.

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International Mindedness and Intercultural Competence: Perceptions of Pakistani Higher Education Faculty

Abstract: This qualitative study endeavored to examine higher education faculty members ' understanding

Cited by 7 publications

References 13 publications

Enhancing Teachers’ Intercultural Competence with Online Technology as Cognitive Tools: A Literature Review

Enhancing Teachers’ Intercultural Competence with Online Technology as Cognitive Tools: A Literature Review

International Mindedness: A Revised Conceptual Framework

Getting to the CoRe of Collaborative Online International Learning (COIL)

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