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Advancing Global Education: The Impact of a Global Classroom Program on Secondary Students' Development of Global Competency and Global Citizenship

By Judith A. Higgins

Abstract

The paradigm shift in globalization has transformed the world. Our global society brings forth unprecedented opportunities and challenges: economically, environmentally, and socially. Each opportunity is intertwined with a global problem that poses a threat to sustainability. The world has changed; therefore, we must shift the role and practice of current education. Educational experts express an urgent need for schools to implement global education programs with a focus on students acquiring the skills of global competency. Research shows that few students have this opportunity. As global challenges continue to rise, experts remind us that time is of the essence to infuse global education into our nation's schools. This sense of urgency creates an obligation to discover best practice in global education. To advance global education in our schools, educators and policymakers must be informed of exemplary global education programs that not only teach global competency but also motivate students towards the ultimate goalacting as global citizens. The purpose of this study was twofold: first, to identify an exemplary global classroom program and measure its impact on student development of global competency and global citizen skillsets and second, to determine which educational components may influence best practice in global education. In a school district in Pennsylvania a class of ninth grade students became partners across global boundaries with students in classes in Afghanistan and Pakistan. This exemplary global education program combined a tri-dimensional teaching and learning environment, intercultural video conferences in a global classroom, and a service learning component. The students were studied using a qualitative case study research design and five methods of data collection: documentation, teacher interview, student observations, student focus groups, and parent interviews. The triangulation of data provided sound evidence and a heightened accuracy of this study's results. Findings revealed that these students acquired the skill sets of global competency and are progressing toward global citizenship. They developed a new global way of thinking, connecting, and acting in the world which was evidenced over three years. The conclusions of this study provide a new theory for the field which will impact best practice and the advancement of global education.Ed.D., Educational Leadership and Management -- Drexel University, 201

Topics: Education, World citizenship, Educational leadership
Publisher: Drexel University
Year: 2017
OAI identifier: oai:idea.library.drexel.edu:idea_7491

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