This article reports the results of an empirical investigation on teachers' beliefs about teaching and learning and the globalised world as a teaching subject. Following a qualitative reconstructive approach, the study investigated how teachers' beliefs and the way teachers address the complexity of sustainability issues relate to each other.…

This article considers the future of teacher education through researching the impact of encouraging cosmopolitan perspectives in an undergraduate children's literature course for preservice teachers. The research question focuses on how preservice teachers respond to reading and dialoguing through a cosmopolitan lens. Reading literature through a…

Learning approaches that support students' awareness of real-world issues and provide opportunities for taking action will lead to true transformation of education.

The COVID-19 pandemic has highlighted the importance of global competence, agility, empathy, and innovation in managing opportunities, crises, and problems. Global learning and engagement in higher education is the pathway towards developing learners' intercultural competence, fostering an appreciation of diversity, inclusion, and equity, and…

This article presents a model of intercultural learning that may be used in the planning and implementation of citizenship education in foreign/second/world language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: noticing, comparing, reflecting and interaction. Among the…

The present study examined preservice teachers' (N=47) perceptions and preparedness to teach for global mindedness and social justice. A phenomenological approach helped the researcher to gain deeper understanding of participants' perceptions of the effectiveness of instructional practices used in a social studies methods course. Of particular…

Vocational educators cross boundaries between practices in schools, colleges and workplaces, renegotiating their identities as professionals in a particular vocation and as educators. In order to support learners to enter the global workforce, they also require opportunities to cross boundaries through international practices. However,…

The principle of dialogue is the innovative teaching and learning practices with a transformative agenda. This paper argues that through dialogue lecturers can stimulate students to think and argue for themselves, rather than defer to tradition and authority. However, the context that is conducive for dialogic education, especially in a country…

Students at American colleges and universities do become more advanced in their global perspective taking along all three dimensions--cognitive, intrapersonal, and interpersonal. Their degree of involvement in a number of cocurricular activities and their perceptions of the campus community are correlated with their level of perspective taking on…

Colleges and universities are in competition to claim leadership in preparing students for a global world through participation in international experiences. Michigan State University (MSU) is often recognized as one of the leaders in study abroad, having woven the ethos of global education tightly into the core fabric of the university and…

Through a pre-service teacher cultural exchange, the authors trace the development of a global perspective, working specifically within Hanvey's concept of "perspective consciousness". From qualitative observations, interviews and written reflections, the data of four education students who traveled to Macedonia from the United States…

In this paper, the author explores the views of a group whose perspectives have not often been included in discussions of new directions for foreign language education--students. Drawing from a larger ethnographic, discourse-analytic study of the nature of culture learning for one group of college students and their teacher, this paper presents…