Toward a Curriculum for the Future. Synthesizing Education for Sustainable Development and Internationalization of the Curriculum.

Autor/in	Gregersen-Hermans, Jeanine
Titel	Toward a Curriculum for the Future. Synthesizing Education for Sustainable Development and Internationalization of the Curriculum.
Quelle	In: Journal of studies in international education, 25 (2021) 4, S. 461-481Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1028-3153; 1552-7808
Schlagwörter	Curriculum; Wirtschaftspädagogik; Bildungsentwicklung; Internationalisierung; Interkulturelle Kompetenz; Nachhaltigkeit; Globales Lernen; Interkulturelle Kompetenz; Curriculum; Bildung für nachhaltige Entwicklung; Globales Lernen; Internationalisierung; Nachhaltigkeit; Nachhaltige Entwicklung; Wirtschaftspädagogik; Globales Denken; Kompetenzentwicklung; Rahmenvereinbarung; Vereinte Nationen
Abstract	The need to solve the common global challenges at a systemic level in a collaborative, equitable, and culturally sensitive way naturally connects Education for Sustainable Development (ESD) and Internationalization of the Curriculum (IoC). The purpose of this article is to explore how ESD and IoC can strengthen each other and provide a more holistic student learning experience. The literature on ESD and IoC has been reviewed to identify the intersections in pedagogical approaches to curriculum design, delivery, and assessment. The review demonstrates how the ESD and IoC educational initiatives can be synthesized into a curriculum for the future, in which criticality plays a vital role. To illustrate this opportunity, the example of a curriculum innovation project at the International Business School Maastricht is provided. In this project, the Program for International Student Assessment (PISA) model of Global Competence developed by the Organisation for Economic Co-Operation and Development (OECD) has been applied as the conceptual underpinning for the design of a 2-year learning pathway Intercultural Business. The project highlights that to achieve their aims, ESD and IoC need to function as a joint defining lens for curriculum design and delivery. A collaborative and critical approach offers an opportunity to (re-)imagine the curriculum from the perspective of the United Nations Sustainable Development Goals (UNSDGs) and reach beyond the institution by engaging in sustainable and inclusive social change in line with the civic mission of the institution. The implications for the continuing professional development of lecturers and the need for students' co-ownership of the curriculum are discussed. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2022/1