Speakers
Description
Within the global education landscape, the Global Competence framework recommends a shift from knowledge-based to competence-based education in order to promote students’ critical mindset and cultivate their curiosity, empathy, and social engagement. This presentation showcases interdisciplinary, experiential, and team-based approaches to fostering critical thinking and global competence skills at Japanese universities. Specifically, presenters will discuss teaching and learning practices that help cultivate cross-cultural understanding, individual and group accountability, and creative application of knowledge.
Abstract section 3: Content/method
This presentation will showcase practices for moving beyond knowledge-based learning, cultivating cultural empathy, and building global competence. In particular, we will share our experience with three pedagogical approaches: interdisciplinary knowledge, experiential learning, and team-based learning. For each approach, we will report and analyze students' interaction in the classroom, describe relevant assignments and class activities, and analyze both students’ and teachers’ reflections within our institutional context.
Abstract section 1: Relevance
As many Japanese universities step up their internationalization efforts to increase global competitiveness, the increased support creates new opportunities to rethink and transform the curriculum from test- and Japan-oriented to a competence-based model. In order to prepare students for such challenges as evolving job markets, encroachments of A.I., and environmental threats, the Global Competence framework (OECD, 2018) shifts emphasis from acquiring academic knowledge to developing a critical mindset and informed transnational awareness (Majewska, 2023).
Abstract section 5: References
Majewska, I. A. (2023). Teaching Global Competence: Challenges and Opportunities. College Teaching, 71(2), 112–124. https://doi-org.utokyo.idm.oclc.org/10.1080/87567555.2022.2027858.
Asia Society/OECD (2018). Teaching for Global Competence in a Rapidly Changing World. OECD Publishing. https://doi.org/10.1787/9789264289024-en.
Abstract section 4: Outcomes/results
As a forum presentation, we aim not only to share our learning experiences but also receive input from other instructors and compare experiences. As a practice-oriented presentation, participants will learn best practices for integrating global competence into their course design. From a broader perspective, these practices can inform the design of courses for global education programs that cater to domestic and international students and are gaining traction in Japanese higher educational institutions.
Abstract section 2: Contribution/research questions
This forum presentation explores different pedagogical approaches to implementing global competence skills into course design and class activities, with the aims to: cultivate a broader international perspective and cross-cultural understanding, foster individual and group accountability, and increase active participation and creative application of knowledge through critical thinking and experiential learning.
| Title | Teaching Global Competence: Practice-based approaches |
|---|---|
| Teaching Context | College and university education |