Abstract
Global learning has become a fundamental aspect of international education. Yet, a clear understanding of global learning and how to develop it remain unclear. Using the dynamic systems approach, this paper analyzed the reasons, methods, and knowledge, skills, and attitudes(KSA) of global learning in higher education. Global learning is the higher education institutions’ critical response to globalization. It is the essential learning outcome of comprehensive internationalization of curriculum requiring students to develop KSA about the external world and their internal selves in their daily lives across local and global communities. With survey results from 142 undergraduate students in one U.S. university and a global learning rubric and publication, this paper demonstrated how global learning is interpreted and approached differently at various levels and further proposed pedagogical approaches to enhance global learning in higher education.
Keywords
global learning, higher education, global education, teaching and learning
ORCID Identifiers
Jiangyuan Zhou: https://orcid.org/0000-0001-8131-3671
DOI
10.5038/2577-509X.6.2.1148
Recommended Citation
Zhou, J. (2022). Global learning: Definition, assessment, and approaches. Journal of Global Education and Research, 6(2), 115-132. https://www.doi.org/10.5038/2577-509X.6.2.1148
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
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