Abstract
Research on immigrant students in higher education often articulates a deficit narrative emphasizing the challenges immigrant students face in comparison to their native-born peers. In education for global competence, however, immigrant students’ life experiences give them a potential advantage. This study investigated whether project-based learning designed to take advantage of immigrant students’ intercultural life experiences could contribute to the development of global competence among undergraduate students. Developing and teaching a collaborative, project-based course where undergraduate students researched the intercultural experiences of their immigrant peers, researchers measured specific learning outcomes using quantitative and thematic analysis of student research papers and reflective essays. The study concluded that project-based assignments designed to take advantage of immigrant students’ intercultural experiences could yield significant contributions to the global education of immigrant and non-immigrant students alike.
Keywords
global competence, intercultural competence, project-based learning
ORCID Identifiers
Felipe A. Filomeno: https://orcid.org/0000-0003-3813-0743
Christopher Brown: https://orcid.org/0000-0001-7946-6126
DOI
10.5038/2577-509X.6.2.1183
Recommended Citation
Filomeno, F. A., & Brown, C. (2022). Immigrant students and global education. Journal of Global Education and Research, 6(2), 166-180. https://www.doi.org/10.5038/2577-509X.6.2.1183
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
