what is the role of education in globalization

• Search Menu

Sign in through your institution

• Browse content in Arts and Humanities
• Archaeology
• Browse content in Art
• History of Art
• Browse content in Classical Studies
• Classical History
• Classical Philosophy
• Classical Literature
• Classical Reception
• Classical Art and Architecture
• Classical Oratory and Rhetoric
• Greek and Roman Epigraphy
• Greek and Roman Archaeology
• Late Antiquity
• Religion in the Ancient World
• Browse content in History
• Colonialism and Imperialism
• Diplomatic History
• Environmental History
• Genocide and Ethnic Cleansing
• Historical Geography
• History by Period
• History of Education
• History of Gender and Sexuality
• Industrial History
• Intellectual History
• International History
• Labour History
• Legal and Constitutional History
• Local and Family History
• Military History
• National Liberation and Post-Colonialism
• Oral History
• Political History
• Public History
• Regional and National History
• Revolutions and Rebellions
• Social and Cultural History
• Theory, Methods, and Historiography
• Urban History
• World History
• Browse content in Literature
• Literary Studies (American)
• Literary Studies (19th Century)
• Browse content in Media Studies
• Browse content in Music
• Applied Music
• Ethnomusicology
• Gender and Sexuality in Music
• Music Cultures
• Music and Media
• Music and Religion
• Music and Culture
• Music Theory and Analysis
• Musical Scores, Lyrics, and Libretti
• Musical Structures, Styles, and Techniques
• Musicology and Music History
• Race and Ethnicity in Music
• Browse content in Philosophy
• Philosophy of Religion
• Browse content in Religion
• Biblical Studies
• Christianity
• East Asian Religions
• History of Religion
• Judaism and Jewish Studies
• Qumran Studies
• Religion and Education
• Religion and Health
• Religion and Politics
• Religion and Science
• Religion and Art, Literature, and Music
• Religious Studies
• Browse content in Society and Culture
• Technology and Society
• Visual Culture
• Browse content in Medicine and Health
• History of Medicine
• Browse content in Public Health and Epidemiology
• Public Health
• Browse content in Science and Mathematics
• Browse content in Biological Sciences
• Aquatic Biology
• Biochemistry
• Bioinformatics and Computational Biology
• Developmental Biology
• Ecology and Conservation
• Evolutionary Biology
• Genetics and Genomics
• Microbiology
• Molecular and Cell Biology
• Natural History
• Plant Sciences and Forestry
• Research Methods in Life Sciences
• Zoology and Animal Sciences
• Browse content in Earth Sciences and Geography
• Environmental Geography
• Palaeontology
• Environmental Science
• History of Science and Technology
• Browse content in Social Sciences
• Browse content in Anthropology
• Anthropology of Religion
• Human Evolution
• Medical Anthropology
• Physical Anthropology
• Regional Anthropology
• Social and Cultural Anthropology
• Theory and Practice of Anthropology
• Criminology and Criminal Justice
• Browse content in Economics
• Economic History
• Economic Development and Growth
• Browse content in Education
• Educational Strategies and Policy
• Browse content in Environment
• Climate Change
• Conservation of the Environment (Social Science)
• Browse content in Politics
• Political Sociology
• US Politics
• Browse content in Sociology
• Childhood Studies
• Comparative and Historical Sociology
• Economic Sociology
• Gender and Sexuality
• Health, Illness, and Medicine
• Marriage and the Family
• Migration Studies
• Occupations, Professions, and Work
• Population and Demography
• Race and Ethnicity
• Social Theory
• Social Movements and Social Change
• Social Research and Statistics
• Social Stratification, Inequality, and Mobility
• Sociology of Religion
• Sociology of Education
• Urban and Rural Studies
• Journals on Oxford Academic
• Books on Oxford Academic

• < Previous chapter
• Next chapter >

Six Globalization and Education: Can the World Meet the Challenge?

• Published: October 2007
• Cite Icon Cite
• Permissions Icon Permissions

This chapter calls for significant improvements in education and training, and analyses the current state of education worldwide. It explores where the global economy is headed and what nations and international stakeholders must do to compel sluggish school systems to match the pace of global economic, technological, and cultural change. The chapter argues that the process of globalization, characterized in part by the increasing replacement of physical labour by knowledge-based skills, has direct consequences for education. It provides data on a variety of indicators such as lagging student performance in certain domains and the disastrous effects of persistent inequality in schooling. The chapter examines a number of OECD studies, including ones on countries leading the way in training citizens for ‘lifelong learning’. It describes five major challenges of globalization for education: the need for higher-level skill development and opportunities for continuous learning; the demands of increased cultural interconnectedness; increasing social and income disparities; the responsibilities of global citizenship; and the impact of education in developing countries.

Personal account

• Sign in with email/username & password
• Get email alerts
• Save searches
• Purchase content
• Activate your purchase/trial code
• Add your ORCID iD

Institutional access

Sign in with a library card.

• Sign in with username/password
• Recommend to your librarian
• Institutional account management
• Get help with access

Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:

IP based access

Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.

Choose this option to get remote access when outside your institution. Shibboleth/Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic.

• Click Sign in through your institution.
• Select your institution from the list provided, which will take you to your institution's website to sign in.
• When on the institution site, please use the credentials provided by your institution. Do not use an Oxford Academic personal account.
• Following successful sign in, you will be returned to Oxford Academic.

If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.

Enter your library card number to sign in. If you cannot sign in, please contact your librarian.

Society Members

Society member access to a journal is achieved in one of the following ways:

Sign in through society site

Many societies offer single sign-on between the society website and Oxford Academic. If you see ‘Sign in through society site’ in the sign in pane within a journal:

• Click Sign in through society site.
• When on the society site, please use the credentials provided by that society. Do not use an Oxford Academic personal account.

If you do not have a society account or have forgotten your username or password, please contact your society.

Sign in using a personal account

Some societies use Oxford Academic personal accounts to provide access to their members. See below.

A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.

Some societies use Oxford Academic personal accounts to provide access to their members.

Viewing your signed in accounts

Click the account icon in the top right to:

• View your signed in personal account and access account management features.
• View the institutional accounts that are providing access.

Signed in but can't access content

Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.

For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.

Our books are available by subscription or purchase to libraries and institutions.

• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Rights and permissions
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

Breadcrumbs Section. Click here to navigate to respective pages.

Globalization of Education

DOI link for Globalization of Education

Get Citation

Continuing Joel Spring’s reportage and analysis of the intersection of global forces and education, this text offers a comprehensive overview and synthesis of current research, theories, and models related to the topic. Written in his signature clear, narrative style, Spring introduces the processes, institutions, and forces by which schooling has been globalized and examines the impact of these forces on schooling in local contexts. Significant conceptual frameworks are added to this Second Edition, specifically the “economization of education,” “corporatization of education” and the “audit state.”  These concepts are embedded in the global educational plans of major organizations such as the World Bank, the Organization for Economic Development and Cooperation (OECD), World Economic Forum, and multinational corporations.

 Globalization of Education, Second Edition features new and updated information on • The World Bank • OECD and the United Nations • The World Trade Organization and the Global Culture of Higher Education • Corporatization of Global Education • Religious and Indigenous Education Models • The Global Workforce: Migration and the Talent Auction • Globalization and Complex Thought

TABLE OF CONTENTS

Chapter 1 | 31  pages, chapter 2 | 32  pages, the world bank, chapter 3 | 29  pages, the world ministry of education and human rights education, chapter 4 | 31  pages, the world trade organization and the global culture of higher education, chapter 5 | 32  pages, corporatization of global education, chapter 6 | 32  pages, religious and indigenous education models, chapter 7 | 24  pages, a global workforce, chapter 8 | 7  pages, globalization and complex thought.

• Privacy Policy
• Terms & Conditions
• Cookie Policy
• Taylor & Francis Online
• Taylor & Francis Group
• Students/Researchers
• Librarians/Institutions

Connect with us

Registered in England & Wales No. 3099067 5 Howick Place | London | SW1P 1WG © 2024 Informa UK Limited

Globalization of Markets

Journey into the Globalization of Markets

Globalization’s Impact on Education: Challenges & Opportunities

Education in today’s interconnected world is undergoing a profound transformation due to the impact of globalization and the emergence of the information society. As our globalized world becomes increasingly connected, students, teachers, and schools are benefiting from unprecedented opportunities for collaboration and knowledge exchange. The influence of globalization on education extends beyond geographical boundaries, shaping teaching methods and curriculum development worldwide.

Globalization has facilitated cultural exchange, resulting in a more diverse and inclusive educational environment at school. Students now have the chance to engage with different perspectives, traditions, and ideas from around the globe, enhancing their multicultural awareness. This enriches their learning experience and prepares them for success in an increasingly globalized society, fostering a holistic understanding.

The concept of globalization, along with the developments in the information society and communications, has made a significant contribution to education systems across the globe. It has opened doors for teachers, schools, and students to explore new horizons, broaden their understanding of the world, and cultivate skills that are essential in today’s global economy and ever-changing landscape.

Join us as teachers uncover how this phenomenon is reshaping the way we teach and learn new knowledge in school, and its impact on global education.

Keywords: globalization, globalisation, education systems, global economy, education, teachers, school, student, society, people, changes

Your task is to slightly modify the text above to add new keywords with the following requirements so the text above looks more relevant to the reader: – Keywords to be added: student, society, people, changes – Ensure the keywords can be well fitted, or else ignore the keywords – Do not include additional information other than the keywords – Do not change the original sentence structure – Do not replace original

Table of Contents

Challenges and Opportunities in Education due to Globalization

Language barriers: a challenge to overcome.

One of the challenges that globalization brings to education is the language barrier . As students from different countries come together in international classrooms, they often face difficulties communicating with one another due to language differences. This can hinder their ability to fully engage in discussions and collaborate effectively. However, overcoming this challenge presents an opportunity for students, teachers, and the world economy to develop their language skills and enhance their cultural understanding in a changing world system.

To address this challenge, educational institutions can implement language exchange programs where students have the chance to learn each other’s languages through conversations and cultural activities. Online platforms can be utilized to provide language learning resources and facilitate virtual language exchanges between students from different parts of the world, promoting global sharing of information and contributing to the global economy and education system.

Adapting to Different Educational Systems: Another Hurdle

Globalization, which refers to the increasing interconnectedness of the world economy and society, also poses a challenge. As students move across borders for higher education or participate in exchange programs, they may encounter unfamiliar teaching methods or assessment practices due to the changes brought about by this globalized world system. This can create a sense of disorientation and make it difficult for them to perform at their best.

To tackle this challenge, universities can offer orientation programs specifically designed for international students, providing them with information about the local educational system, academic expectations, support services available on campus, and global sharing. Moreover, collaboration between institutions from different countries can lead to the development of standardized frameworks that promote smoother transitions between educational systems and benefit society.

Collaboration among Institutions: Unlocking Potential

Despite its challenges, globalization offers numerous opportunities for collaboration among educational institutions worldwide. Through partnerships and exchange programs, universities can share best practices and innovative teaching methods with one another. This enables educators to stay updated on the latest trends in education while fostering a global perspective among both faculty and students.

Collaborative research projects allow scholars from diverse backgrounds, including higher education students, to combine their expertise and address global issues collectively. By pooling resources and knowledge across borders, these collaborations have the potential to generate groundbreaking discoveries and advancements in various fields.

Technology Advancements: Revolutionizing Education

One of the most significant opportunities that globalization brings to education is the advancement of technology. The rapid development of digital tools and online platforms has revolutionized the way education is delivered, particularly through distance learning and online courses. Students now have access to a vast array of educational resources at their fingertips, regardless of their geographical location.

Moreover, technology enables real-time collaboration among students and educators from different parts of the world in higher education. Virtual classrooms, video conferences, and online discussion forums facilitate interactive learning experiences and foster global connections in higher education. This not only broadens students’ perspectives but also enhances their digital literacy skills in higher education, which are essential in today’s interconnected world.

Enhancing Knowledge Acquisition and Utilization through Globalization:

Access to a vast range of information resources.

Globalization has revolutionized education by providing students and educators with unprecedented access to a vast range of information resources. With the advent of information technologies, knowledge from around the world is just a click away. Students can now explore diverse perspectives, theories, and research findings from different cultures and societies. This global sharing of knowledge opens up new horizons for learning and understanding.

• Online databases offer an extensive collection of academic journals, books, and research papers from all corners of the globe, providing resources for global education, global sharing, higher education, and students.
• Educational websites provide free access to lectures, tutorials, and study materials on various subjects.
• Virtual libraries allow students to borrow e-books and gain insights from authors worldwide.

Collaborative Research Projects Across Borders

One significant impact of globalization on education is the facilitation of collaborative research projects across borders. Through international partnerships, scientists, researchers, and scholars can exchange ideas, share resources, and work together towards common goals. Such collaborations foster innovation and advance scientific discoveries.

• International conferences bring together experts in different fields to discuss cutting-edge research.
• Joint research initiatives enable scientists from different countries to pool their expertise and resources.
• Funding opportunities for cross-border projects encourage collaboration between institutions in advanced countries with those in developing nations.

Utilizing Diverse Perspectives in Problem-Solving

Globalization also enables the utilization of diverse perspectives in problem-solving. By sharing educational resources globally, students gain exposure to alternative approaches that challenge their own ways of thinking. This exposure fosters creativity and critical thinking skills necessary for addressing complex issues.

• Online discussion forums provide platforms for students to engage in debates with peers from different cultural backgrounds.
• Collaborative projects involving international teams encourage students to consider multiple viewpoints when finding solutions.
• Exchange programs allow students to experience firsthand how different societies tackle common challenges.

Access to Education: Globalization’s Role in Breaking Barriers

Globalization has expanded access to education by breaking down geographical barriers..

In the past, accessing quality education was often limited to individuals residing in developed countries or major urban centers. However, with the advent of globalization, this scenario has undergone a significant transformation. Geographical barriers are no longer insurmountable obstacles for those seeking knowledge and learning opportunities .

Through the power of globalization, individuals from many countries now have access to educational institutions at different levels across the globe. This means that regardless of where one resides, they can enroll in renowned universities and colleges located thousands of miles away. The internet plays a pivotal role in this process by providing online platforms that facilitate distance learning.

Online platforms provide opportunities for individuals in remote areas or with limited resources to pursue education.

With the rise of online platforms, anyone with an internet connection can now access educational materials and courses offered by prestigious institutions worldwide. This is particularly beneficial for individuals living in remote areas where physical access to educational facilities may be limited or non-existent.

Online learning offers flexibility and convenience as it allows students to study at their own pace and choose from a wide range of subjects. Moreover, it eliminates the need for costly travel expenses that would otherwise be required for attending classes on campus. With just a computer or smartphone, students can gain knowledge and acquire qualifications that were previously out of reach due to geographic constraints.

Scholarships, exchange programs, and international partnerships facilitate cross-border mobility for students.

Globalization has not only opened up virtual doors through online education but also fostered cross-border mobility through various initiatives such as scholarships, exchange programs, and international partnerships between educational institutions.

Scholarships play a crucial role in making education accessible to deserving students from different parts of the world. They provide financial assistance that covers tuition fees or even full support for studying abroad. These scholarships enable talented individuals who may lack financial resources to pursue their educational aspirations in foreign countries.

Exchange programs allow students to spend a semester or academic year studying in a different country. This immersive experience not only exposes them to diverse cultures but also enhances their academic and personal growth. Through such programs, students can broaden their horizons, gain international perspectives, and develop valuable skills that are highly sought after in the global job market.

International partnerships between educational institutions promote collaboration and knowledge sharing across borders. These partnerships enable students to benefit from joint degree programs, research opportunities, and faculty exchanges. By pooling resources and expertise, institutions from different countries can provide a more comprehensive education for their students.

The Intersection of Globalization, Education, and Culture:

Celebrating cultural diversity in the classroom.

In today’s globalized world, classrooms have become melting pots of different cultures. This cultural diversity is not only celebrated but also plays a vital role in promoting understanding among students from various backgrounds. When students interact with peers who have different traditions, beliefs, and perspectives, they gain a broader understanding of the world around them.

Globalization has broken down the barriers between countries, allowing people to connect and collaborate across borders. As a result, universities and educational institutions are now filled with students from all corners of the globe. This multicultural environment fosters an atmosphere of inclusivity and acceptance.

Developing Intercultural Competence

Exposure to different cultures goes beyond mere tolerance; it helps develop intercultural competence – an essential skill for success in our increasingly interconnected world. By interacting with individuals from diverse backgrounds, students learn to navigate cultural differences effectively.

Intercultural competence involves understanding and appreciating different customs, values, and communication styles. It enables individuals to work collaboratively with people from various cultures without causing misunderstandings or conflicts. In a globalized workforce where cross-cultural collaboration is becoming the norm, possessing this skill set gives students a competitive edge.

The Importance of Language Learning

Language learning becomes crucial in a globalized educational setting as it facilitates effective communication between individuals from different cultures. When students study foreign languages alongside their academic subjects, they gain not only linguistic skills but also insights into other cultures.

Learning another language opens doors to new opportunities by breaking down language barriers that can hinder effective communication. It allows individuals to engage in meaningful conversations with people from diverse backgrounds, fostering mutual understanding and cooperation.

Moreover, language skills enhance employability in today’s global job market. Companies are increasingly seeking employees who can communicate fluently across borders and bridge cultural gaps within international business settings.

Embracing Global Challenges Together

Globalization has transformed the world into an interconnected information society. As a result, education must adapt to equip students with the necessary skills to thrive in this new reality. By embracing the impact of globalization on education, we prepare students to face global challenges head-on.

The fusion of different cultures within educational institutions promotes harmony and respect among individuals from various countries. It encourages collaboration and cooperation beyond national boundaries, fostering a sense of unity among students.

Promoting Collaboration and Diverse Perspectives through Globalized Education

Collaboration among international institutions fosters the exchange of ideas and promotes innovation in education..

Collaboration is a key aspect of globalized education , as it allows institutions from different countries to come together and share their knowledge and experiences. Through collaborative efforts, educators can learn from one another, implement new teaching methods, and develop innovative approaches to education. This exchange of ideas promotes continuous improvement in the field of education, ensuring that students receive the best possible learning experience.

Imagine a scenario where teachers from schools in different countries collaborate on a project focused on environmental sustainability. They can share their unique perspectives on the subject, discuss best practices, and collectively develop strategies to address global challenges such as climate change. This collaboration not only enhances the quality of education but also equips students with valuable skills required for success in an interconnected world.

Exposure to diverse perspectives enhances critical thinking skills among students.

Globalized education provides students with exposure to diverse perspectives from around the world. By interacting with peers from different cultural backgrounds, students gain a holistic understanding of various issues and develop critical thinking skills. They learn to analyze problems from multiple angles, consider alternative viewpoints, and make informed decisions.

In a multicultural classroom setting, students are encouraged to engage in discussions where they can voice their opinions while respecting others’ viewpoints. This fosters an environment that nurtures open-mindedness and empathy towards different cultures and beliefs. Students become more adaptable individuals who appreciate diversity rather than fear it.

Joint research projects enable interdisciplinary approaches that address complex global challenges.

Globalization has facilitated joint research projects between educational institutions worldwide. These collaborations allow experts across disciplines to come together and tackle complex global challenges through interdisciplinary approaches. By combining knowledge from various fields such as science, technology, sociology, economics, and more, researchers can develop comprehensive solutions that have a broader impact.

For instance, imagine scientists collaborating with social scientists to study the impact of globalization on local economies. This interdisciplinary research approach would involve analyzing economic data alongside sociocultural factors to gain a comprehensive understanding of the issue. Such projects not only contribute to academic knowledge but also provide valuable insights that can be applied in real-world scenarios.

Empowering Students: How Globalization Enhances Learning Abilities and Opportunities:

Skills for success in a globalized world.

Globalization has had a profound impact on education, equipping students with essential skills that are crucial for success in today’s interconnected world . Through exposure to different cultures, ideas, and perspectives, students become more adaptable, develop cross-cultural communication skills, and gain a deeper understanding of global issues. These skills not only enhance their learning abilities but also prepare them for productive employment and prosperity in the future.

Flexible Learning Opportunities

One of the key ways globalization empowers students is by providing flexible learning opportunities through virtual classrooms and online platforms. With advancements in technology, learners from all corners of the globe can access educational resources anytime, anywhere. Whether it’s an online course or a collaborative project with peers from different countries, these virtual environments break down geographical barriers and enable students to learn at their own pace.

• Online courses allow students to gain knowledge from top universities around the world without leaving their homes.
• Collaborative projects with international classmates foster teamwork and cultural exchange.
• Virtual simulations provide immersive experiences that enhance understanding of global challenges.

Connecting with Professionals and Mentors

Global networking has opened up avenues for students to connect with professionals and mentors from diverse fields. Through social media platforms like LinkedIn or professional networks specific to their areas of interest, students can seek guidance from experienced individuals who share their passion. This access to real-world expertise helps students bridge the gap between classroom learning and practical application.

• Students can connect with professionals through LinkedIn groups or industry-specific forums.
• Mentorship programs facilitate one-on-one guidance tailored to individual student needs.
• Online communities provide opportunities for collaboration and knowledge sharing across borders.

By interacting with professionals who have already established themselves in various industries, students gain valuable insights into potential career paths while expanding their professional network.

Embracing Global Awareness

In a globalized world, having a broad understanding of different cultures, societies, and global issues is essential. Globalization in education promotes the development of global awareness among students, enabling them to appreciate diversity and navigate cultural nuances. This heightened awareness fosters empathy and equips students with the ability to effectively engage with people from different backgrounds.

• Cultural exchange programs allow students to experience different countries firsthand.
• Language courses enable students to communicate across borders.
• Global studies curriculum exposes students to international perspectives on historical events and contemporary issues.

By embracing global awareness, students become well-rounded individuals who are better prepared to tackle challenges in an increasingly interconnected world.

Reflecting on the Transformative Impact of Globalization on Education:

In conclusion, the impact of globalization on education has been profound and far-reaching. It has brought both challenges and opportunities, but ultimately it has transformed the way we acquire knowledge, break down barriers to access education, promote collaboration and diverse perspectives, and empower students.

Globalization has presented challenges such as adapting to new technologies and teaching methods, addressing cultural differences in educational systems, and ensuring equitable access to quality education for all. However, it has also opened up exciting opportunities for educators and learners alike.

Through globalization, knowledge acquisition and utilization have been enhanced. Students now have access to a wealth of information from around the world at their fingertips. They can learn from diverse perspectives and gain a more comprehensive understanding of global issues. This exposure helps them develop critical thinking skills and prepares them for an interconnected world.

One significant impact of globalization on education is its role in breaking barriers to access. With advancements in technology, students from remote or disadvantaged areas can now access educational resources online. This inclusivity promotes equal opportunities for learning and empowers individuals who may not have had access otherwise.

The intersection of globalization, education, and culture is another important aspect to consider. As education becomes more globalized, it brings together different cultures and encourages cross-cultural understanding. This fosters tolerance, empathy, and respect among students from various backgrounds.

Globalized education also promotes collaboration by connecting students across borders. Through virtual classrooms and international exchange programs, students can work together on projects that transcend geographical boundaries. This collaborative approach nurtures teamwork skills while exposing students to different ideas and perspectives.

Furthermore, globalization enhances learning abilities by providing opportunities for experiential learning through internships or study abroad programs. These experiences broaden horizons, develop intercultural competence, and equip students with practical skills that are highly valued in today’s global job market.

In conclusion, the transformative impact of globalization on education cannot be overstated. It has revolutionized the way we learn, breaking down barriers and promoting collaboration, diversity, and empowerment. As we navigate the challenges and opportunities presented by globalization, it is crucial to embrace its potential while ensuring equitable access to quality education for all.

Q: How has globalization impacted educational systems?

Globalization has impacted educational systems by introducing new technologies, teaching methods, and resources from around the world . It has also prompted a shift towards a more global perspective in curriculum design and teaching approaches.

Q: What are some of the challenges faced in globalized education?

Challenges in globalized education include adapting to rapidly evolving technologies, addressing cultural differences in educational systems, and ensuring equal access to quality education for all students regardless of their geographical location or socioeconomic background.

Q: How does globalization promote collaboration among students?

Globalization promotes collaboration among students through virtual classrooms, international exchange programs, and online platforms that facilitate communication and project work across borders. These collaborative experiences help students develop teamwork skills while fostering an appreciation for diverse perspectives.

Q: Can you provide examples of how globalization enhances learning abilities?

Examples of how globalization enhances learning abilities include study abroad programs that expose students to different cultures and languages, internships with multinational companies that offer practical experience in a global context, and online courses that provide access to knowledge from experts worldwide.

Q: Why is it important for education to embrace globalization?

It is important for education to embrace globalization because it prepares students for an interconnected world where cross-cultural understanding, collaboration, and adaptability are essential skills. Globalized education equips learners with the tools they need to succeed in a diverse and rapidly changing global society.

Related Posts

Globalization of Brands: Pros, Cons & Examples

Globalization of brands is no longer a choice, but a necessity in today’s competitive business landscape. As markets become increasingly…

Globalization’s Impact on Culture: Preserving Diversity

Globalization, also known as la mondialisation, has left an indelible mark on cultures worldwide, transforming the way we perceive diversity…

Is Globalization Over? The State of Globalization in 2022

Is Globalization Over? An Exploration of the Current State in 2022 Globalization, an economic phenomenon we often hear but rarely…

The Futures of Education in Globalization: Multiple Drivers

• First Online: 18 September 2021

Cite this chapter

• Yin Cheong Cheng 2  

2270 Accesses

1 Citations

This chapter maps out a cluster of key drivers which influence the development of education globally and locally. It also highlights the implications from the key drivers for designing the futures of education. Based on the author’s long term research project on education reforms, some global trends in education are identified as key drivers for discussion and analysis, including multiple disruptions of the pandemic, global expansion of higher education, multiple developments in globalization, paradigms shift in education, application of technological advances, and multiple functions of education at different levels. From these drivers and their related characteristics, some important implications, directions and insights are drawn to direct, change and reconceptualize education for the future development of students and the society in a context of globalization after the pandemic COVID-19. It is hoped that the analysis of these drivers can provide a macro-societal picture of global trends and views for policy makers, educators, researchers, and change agents globally to plan the futures of education at different levels of their education system.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime
• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

The Formation and Workings of a Global Education Governing Complex

Research Priorities and Developments in Education Reforms Globally

Historical, Contemporary, and Future Issues on the Nexus of Globalisation, Human Rights, and Education

Abbas, Z., Bharat, A., & Rai, A. K. (2013). Paradigm shift from informative learning to transformative learning: A preliminary study. International Journal of Innovative Research and Development., 2 (12), 167–172.

Google Scholar  

Anderson, T. (2016). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications (pp. 35–50). Edmonton: Athabasca University Press.

Arifin, S., & Ikhfan, H. (2018). Assessing soft skills of undergraduate students: framework for improving competitiveness, innovation and competence of higher education graduates. Studia Humanitatis , 1 . Retrieved from: https://cyberleninka.ru/article/n/assessing-soft-skills-of-undergraduate-students-framework-for-improving-competitiveness-innovation-and-competence-of-higher-education

Atkeson, A. (2020). What will be the economic impact of covid-19 in the US? Rough estimates of disease scenarios (No. w26867). US National Bureau of Economic Research. Working Paper No. 26867, Issued in March.

Atoum, I. (2019). A spiral software engineering model to inspire innovation and creativity of university students. International Journal of Engineering Pedagogy (JJEP), 9 (5), 7–23.

Article   Google Scholar  

Beetham, H., & Sharpe, R. (Eds.). (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning . London: Routledge.

Boticki, I., Baksa, J., Seow, P., & Looi, C. K. (2015). Usage of a mobile social learning platform with virtual badges in a primary school. Computers & Education, 86 , 120–136.

Browne, A. (2020, February 29). How the coronavirus is accelerating deglobalization. Bloomberg . https://www.bloomberg.com/news/newsletters/2020-02-29/why-deglobalization-is-accelerating-bloomberg-new-economy

Cahapay, M. (2020). A reconceptualization of learning space as schools reopen amid and after COVID-19 pandemic. Asian Journal of Distance Education, 15 (1), 269–276.

Cheng, Y. C. (1996). School effectiveness and school-based management: A mechanism for development . London: Falmer Press.

Cheng, Y. C. (2005). New paradigm for re-engineering education: Globalization, localization and individualization . Dordrecht: Springer.

Book   Google Scholar  

Cheng, Y. C. (2006). New paradigm of learning and teaching in a networked environment: Implications for ICT literacy. In L. W. H. Tan & R. Subramaniam (Eds.), Handbook of research on literacy in technology at the K-12 level (pp. 1–20). Hershey: Idea Group.

Cheng, Y. C. (2007). Future developments of educational research in the Asia-Pacific Region: Paradigm shifts, reforms and practice. Educational Research for Policy and Practice, 6 , 71–85.

Cheng, Y. C. (2009). Educational reforms in Hong Kong in the last decide: Reform syndrome and new developments. International Journal of Educational Management, 23 (1), 65–86.

Cheng, Y. C. (2011). Towards the 3rd wave school leadership. Revista de Investigacion Educativa, 29 (2), 253–275.

Cheng, Y. C. (2014). Measuring teacher effectiveness: Multiple conceptualizations and practical dilemmas. In T. Oonseng & L. Woonchia (Eds.), Teacher effectiveness: Capacity building in a complex learning era (pp. 17–50). Singapore: Cengage Publishers.

Cheng, Y. C. (2017). Education reforms in Hong Kong: Trilogy. (11 Chapters, pp. 1–236) . Chung Hwa Book Co. (in Chinese).

Cheng, Y. C. (2019). Paradigm shift in education: Towards the third wave of effectiveness . London: Routledge.

Cheng, Y.C. (2020a). Chapter 5: Education reform phenomenon: A typology of multiple dilemmas. In G. R. Fan & T. Popkewitz (Eds.), The handbook of education policy studies: Values, governance, globalization, and methodology (Vol. 1, pp. 85–109) (Open access). Dordrecht: Springer. https://www.springer.com/gp/book/9789811383465 .

Cheng, Y. C. (2020b). The futures of education after COVID-19: Multiple disruptions and lessons . A working paper based on the invited keynote speech presented at the Arabic Regional Dialogue “The futures of education after COVID-19”, organized by the UNESCO-RCEP-CO Webinar 16 June 2020.

Cheng, Y. C. (2020c). Paradigm shift towards the 3rd wave learning. In the Regional Center for Educational Planning (RCEP) (Ed.), Drivers of the future of education (pp. 6–17). United Arab Emirates (UAE) and UNESCO: RCEP.

Cheng, Y. C., & Yuen, T. W. W. (2017). Broad-based national education in globalization: Conceptualization, multiple functions and management. International Journal of Educational Management., 31 (3), 265–279.

Cheng, Y. C., Cheung, A. C. K., & Ng, S. W. (2016a). Internationalization of higher education: Conceptualization, typology and issues. In Y. C. Cheng, A. C. K. Cheung, & S. W. Ng (Eds.), Internationalization of higher education: The case of Hong Kong (pp. 1–20). Dordrecht: Springer.

Chapter   Google Scholar  

Cheng, Y. C., Ko, J., & Lee, T. (2016b). School autonomy, leadership and learning: A reconceptualization. International Journal of Educational Management, 30 (2), 177–196.

Choudaha, R., & van Rest, E. (2018, January). Envisioning pathways to 2030: Megatrends shaping the future of global higher education and international student mobility. Studyportals. https://eric.ed.gov/?id=ED592843

DeLue, S. M., & Dale, T. M. (2016). Political thinking, political theory, and civil society . London: Routledge.

Di Pietro, G., Biagi, F., Costa, P., Karpiński, Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets . A technical report by the Joint Research Centre (JRC), the European Commission’s science and knowledge service.

Finegold, D., & Notabartolo, A. S. (2010). 21st century competencies and their impact: An interdisciplinary literature review. Transforming the US workforce development system: Lessons from research and practice . Retreived from http://www.hewlett.org/uploads/21st_Century_Competencies_Impact.pdf

Fournier, H., Molyneaux, H., & Kop, R. (2019, July). Human factors in new personal learning ecosystems: Challenges, ethical issues, and opportunities. In Conference Organizer (Ed.), International conference on human-computer interaction (pp. 230–238). Dordrecht: Springer.

Fu, J. (2013). Complexity of ICT in education: A critical literature review and its implications. International Journal of Education and Development Using ICT, 9 (1), 112–125.

García-Peñalvo, F. J., Hernández-García, Á., Conde, M. Á., Fidalgo-Blanco, Á., Sein-Echaluce, M. L., Alier-Forment, M., … Iglesias-Pradas, S. (2017). Enhancing education for the knowledge society era with learning ecosystems. In F. J. Garcia-Peñalvo & A. García-Holgado (Eds.), Open source solutions for knowledge management and technological ecosystems (pp. 1–24). Hershey: IGI Global.

Goertz, M. E., & Duffy, M. C. (2001). Assessment and accountability systems in the 50 states, 1999–2000 . CPRE Research Report Series.

Greifeneder, R., Bless, H., & Fiedler, K. (2017). Social cognition: How individuals construct social reality . London: Psychology Press.

Gros, B., & García-Peñalvo, F. J. (2016). Future trends in the design strategies and technological affordances of e-learning. In J. M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy (pp. 1–23). Dordrecht: Springer.

Haeck, C., & Lefebvre, P. (2020). Pandemic school closures may increase inequality in test scores. Canadian Public Policy, 46 (S1), S82–S87.

Headington, R. (2000). Monitoring, assessment, recording, reporting and accountability: Meeting the standards . London: David Fulton.

Heller, D. E. (Ed.). (2001). The states and public higher education policy: Affordable, access, and accountability . John Hopkins University Press.

Henning, M. B. (Ed.). (2016). Innovations in economic education . New York: Routledge.

Houston, J. M., Harris, P. B., Moore, R., Brummett, R., & Kametani, H. (2005). Competitiveness among Japanese, Chinese, and American undergraduate students. Psychological Reports, 97 (1), 205–212.

Indrasari, M., Purnomo, R. B., Syamsudin, N., & Yunus, E. (2018). Development entrepreneurship intention among students. International Journal of Entrepreneurship and Business Development, 1 (2), 146–154.

Irwin, D. A. (2020, April 23). The pandemic adds momentum to the deglobalization trend . Peterson Institute for International Economics (PIIE). Retrieved from https://www.piie.com/blogs/realtime-economic-issues-watch/pandemic-adds-momentum -deglobalization-trend

Ivanov, D. (2020). Predicting the impacts of epidemic outbreaks on global supply chains: A simulation-based analysis on the coronavirus outbreak (COVID-19/SARS-CoV-2) case. Transportation Research Part E: Logistics and Transportation Review, 136 , 101922.

Janiaud, P. (2020, April). COVID-evidence: A living database of trials on interventions for COVID-19 . Retrieved from: file:///D:/Downloads/2020-04-17_COVe_Protocol_V02.pdf

Kampylis, P., Law, N., Punie, Y., Bocconi, S., Han, S., Looi, C. K., & Miyake, N. (2013). ICT-enabled innovation for learning in Europe and Asia. Exploring conditions for sustainability, scalability and impact at system level (No. JRC83503). Institute for Prospective and Technological Studies, Joint Research Centre. http://ftp.jrc.es/EURdoc/JRC83503.pdf .

Kaufman, K. J. (2013). 21 ways to 21st century skills: Why students need them and ideas for practical implementation. Kappa Delta Pi Record, 49 (2), 78–83.

Kiprop, J. M., & Verma, N. (2013). Teacher education and globalization: Implications and concerns in the 21st century. Educational Quest-An International Journal of Education and Applied Social Sciences, 4 (1), 13–18.

Kyhlstedt, M., & Andersson, S. W. (2020). Diagnostic and digital solutions to address the COVID-19 pandemic: The need for international collaboration to close the gap. Health Policy and Technology, 9 (2), 126–128.

Lane, J. E. (2015). Higher education internationalization: Why governments care. In New perspectives on internationalization and competitiveness (pp. 17–30). Dordrecht: Springer.

Law, D. C. (2013). Towards the development of a web–based multi–level monitoring system for quality assurance in post–secondary education of Hong Kong. International Journal of Innovation and Learning, 13 (2), 166–182.

Longworth, N. (2013). Lifelong learning in action: Transforming education in the 21st century . London: Routledge.

Mahony, P., & Hextall, I. (2000). Reconstructing teaching: Standards, performance and accountability . London: Routledge.

Martín, P., Potočnik, K., & Fras, A. B. (2017). Determinants of students’ innovation in higher education. Studies in Higher Education, 42 (7), 1229–1243.

McKibbin, W. J., & Fernando, R. (2020). The global macroeconomic impacts of COVID-19: Seven scenarios . CAMA Working Paper No. 19/2020, Available at SSRN: https://ssrn.com/abstract=3547729 or https://doi.org/10.2139/ssrn.3547729

Mullen, C. A. (2018). Global leadership: Competitiveness, tolerance and creativity—A Canadian provincial example. International Journal of Leadership in Education, 23 (2), 223–237.

Newton, L. D., & Newton, D. P. (2014). Creativity in 21st- century education. Prospects, 44 (4), 575–589.

Nigmatov, Z. G., & Nugumanova, I. N. (2015). Methods for developing technological thinking skills in the pupils of profession-oriented schools. Asian Social Science, 11 (8), 207.

Noweski, C., Scheer, A., Büttner, N., von Thienen, J., Erdmann, J., & Meinel, C. (2012). Towards a paradigm shift in education practice: Developing twenty-first century skills with design thinking. In Design thinking research (pp. 71–94). Dordercht: Springer.

Oproiu, G. C. (2015). A study about using e-learning platform (Moodle) in university teaching process. Procedia-Social and Behavioral Sciences, 180 , 426–432.

Osafo, J. (2017). From cross-cultural to cultural thinking in psychological research and practice in Ghana. International Journal of Culture and Mental Health, 11 (4), 1–10.

Özyurt, Ö., Özyurt, H., Baki, A., & Güven, B. (2013). Integration into mathematics classrooms of an adaptive and intelligent individualized e-learning environment: Implementation and evaluation of UZWEBMAT. Computers in Human Behavior, 29 (3), 726–738.

Peña, O. F. C., Llanos, R. A., Coria, M. D., & Pérez-Acosta, A. M. (2015). Multidimensional model of assessment of economic thinking in college students. Procedia-Social and Behavioral Sciences, 191 , 1623–1628.

Rajasingham, L. (2011). Will mobile learning bring a paradigm shift in higher education? Education Research International, 2011 . Retrieved from https://doi.org/10.1155/2011/528495 .

Ramirez, F. O., & Chan-Tiberghein, J. (2003). Globalisation and education in Asia. In J. P. Keeves & R. Watanabe (Eds.), International handbook of educational research in the Asia-Pacific region (pp. 1095–1106). Dordrecht: Kluwer.

Ray, W. C., Muñiz-Solari, O., Klein, P., & Solem, M. (2012). Effective online practices for international learning collaborations. Review of International Geographical Education Online, 2 (1), 25–44.

Redecker, C., & Johannessen, Ø. (2013). Changing assessment—Towards a new assessment paradigm using ICT. European Journal of Education, 48 (1), 79–96.

Salas-Pilco, S. Z. (2013). Evolution of the framework for 21st century competencies. Knowledge Management & e-Learning: An International Journal (KM&EL), 5 (1), 10–24.

Schug, M. C., Clark, J. R., & Harrison, A. S. (2016). Chapter 6: Teaching and measuring the economic way of thinking. In M. B. Henning (Ed.), Innovations in economic education (pp. 113–131). London: Routledge.

Srivathsan, K., Joshi, V., Parashar, S., Rajan, S., & Kannur, C. V. (2013). Introducing TALEEM–A system of ICT supported course management for quality education in CBSE schools . Retrieved from http://pcfpapers.colfinder.org/handle/5678/211

Stuckart, D. W., & Rogers, J. D. (2017). Dewey, technological thinking and the social studies: The intelligent use of digital tools and artifacts. European Scientific Journal, ESJ, 13 (15), 3–13.

Townsend, T., Avalos, B., Caldwell, B., Cheng, Y. C., Fleisch, B., Moos, L., Stoll, L., Stringfield, S., Sundell, K., Tam, W. M., Taylor, N., & Teddlie, C. (Eds.). (2007). International handbook on school effectiveness and improvement . Springer: Dordrecht.

UNESCO. (2020). The futures of education after COVID-19: Regional dialogue synthesis report . Beirut Office and Regional Centre for Education Planning (RCEP) (UAE).

UNESCO, Institute of Statistics. (2009). Global education digest . http://uis.unesco.org/sites/default/files/documents/global-education-digest-2009-comparing-education-statistics-across-the-world-en_0.pdf

UNESCO, Institute of Statistics. (2014). Higher education in Asia: Expanding out, expanding up . http://www.uis.unesco.org/Library/Documents/higher-education-asia-graduate-university-research-2014-en.pdf

Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The use of ICT in education: A survey of schools in Europe. European Journal of Education, 48 (1), 11–27.

Webb, M., & Reynolds, N. (2013). Current and future research issues for ICT in education. Journal of Computer Assisted Learning, 29 (1), 106–108.

Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28 (2), 189–199.

WHO. (2020). Coronavirus disease (COVID-19) Dashboard , 26 July.

Wikipedia. (2020). Globalization . Retrieved from https://en.wikipedia.org/wiki/Globalization

Xiang, Y. T., Jin, Y., & Cheung, T. (2020). Joint international collaboration to combat mental health challenges during the coronavirus disease 2019 pandemic. JAMA Psychiatry . Retrieved from: https://jamanetwork.com/journals/jamapsychiatry/article-abstract/2764583 .

Yeravdekar, V. R., & Tiwari, G. (2014). Internationalization of higher education and its impact on enhancing corporate competitiveness and comparative skill formation. Procedia-Social and Behavioral Sciences, 157 , 203–209.

Yorke, M. (2011). Work-engaged learning: Towards a paradigm shift in assessment. Quality in Higher Education, 17 (1), 117–130.

Zakharova, A., Talanova, T., Dulina, G., Semenov, V., Getskina, I., & Semenova, N. (2018). Psychological features of competitiveness of university students. In The European proceedings of social & behavioural sciences EpSBS (pp. 1416–1423). Retrieved from https://www.europeanproceedings.com/files/data/article/81/3951/article_81_3951_pdf_100.pdf .

Download references

Author information

Authors and affiliations.

The Education University of Hong Kong, Ting Kok, Hong Kong

Yin Cheong Cheng

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Yin Cheong Cheng .

Editor information

Editors and affiliations.

Australian Catholic University, Melbourne Campus, Melbourne, Australia

Joseph Zajda

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this chapter

Cheng, Y.C. (2021). The Futures of Education in Globalization: Multiple Drivers. In: Zajda, J. (eds) Third International Handbook of Globalisation, Education and Policy Research. Springer, Cham. https://doi.org/10.1007/978-3-030-66003-1_2

Download citation

DOI : https://doi.org/10.1007/978-3-030-66003-1_2

Published : 18 September 2021

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-66002-4

Online ISBN : 978-3-030-66003-1

eBook Packages : Education Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Globalization and education: challenges and opportunities

• Conference: Alfred Nobel University, The 30th Annual International Conference for Students and Young Scientists “Transformation of economic systems and institutions in the new geostrategic realities”
• At: Ukraine, Dnipro

• Azerbaijan State Academy of Physical Education and Sport

Abstract and Figures

Discover the world's research

• 25+ million members
• 160+ million publication pages
• 2.3+ billion citations

• Tools and Resources
• Customer Services
• Original Language Spotlight
• Alternative and Non-formal Education 
• Cognition, Emotion, and Learning
• Curriculum and Pedagogy
• Education and Society
• Education, Change, and Development
• Education, Cultures, and Ethnicities
• Education, Gender, and Sexualities
• Education, Health, and Social Services
• Educational Administration and Leadership
• Educational History
• Educational Politics and Policy
• Educational Purposes and Ideals
• Educational Systems
• Educational Theories and Philosophies
• Globalization, Economics, and Education
• Languages and Literacies
• Professional Learning and Development
• Research and Assessment Methods
• Technology and Education
• Share This Facebook LinkedIn Twitter

Article contents

Globalization, digital technology, and teacher education in the united states.

• Jared Keengwe Jared Keengwe University of North Dakota
• https://doi.org/10.1093/acrefore/9780190264093.013.366
• Published online: 24 October 2018

Generally, as a result of the need for many schools to compete on a global level, the use of digital technologies has increased in teacher education programs as well as in U.S. public schools. The dynamics of globalization and digital technologies also continue to influence teacher preparation programs, with multiple implications for educational policies and practices in U.S. public schools. Rapidly emerging developments in technologies and the digital nature of 21st-century learning environments have shaped and transformed the ways learners access, process, and interpret both the general pedagogical content knowledge and discipline-specific content in teaching and learning. Ultimately, the roles of students and teachers in digital learning environments must change to adapt to the dynamic global marketplace. In practice, these changes reiterate the need for teacher educators to prepare skilled teachers who are able to provide social and academic opportunities for building a bridge from a monocultural pedagogical framework to a globally competent learning framework, which is critical to addressing the realities of 21st-century classroom experiences. Specifically, there is a need to equip teacher candidates with cultural competency and digital skills to effectively prepare learners for a digital and global workplace. The lack of cultural competency skills, knowledge, attitudes, and dispositions implies potential social and academic challenges that include xenophobia, hegemony, and classroom management issues. The development of 21st-century learning skills is also central to the preparation of digital and global citizens. The 21st-century globalization skills include communication skills, technological literacy and fluency, negotiations skills, knowledge on geography, cultural and social competency, and multiculturalism. To be relevant in the era of globalization, teacher education programs should take the lead on providing learners with knowledge that promotes global awareness and the 21st-century learning skills required to become responsible global and digital citizens.

• competency skills
• digital citizenship
• digital technologies
• globalization
• global citizens
• global competencies
• global teachers
• 21st-century learning skills
• teacher education

Introduction

Globalization is “the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa” (Burbules & Torres, 2000 , p. 29). Globalization impacts education policy development and trends around the world. In particular, teacher education programs have a pivotal role to play in preparing learners to acquire 21st-century skills that will enable them to function in a digital and global society. This is critical as education plays a significant role in responding to, promoting, and enhancing globalization.

To be able to prepare graduates to succeed in a global world requires teacher educators to develop knowledge and understanding of similarities and differences between cultures. As classrooms in U.S. public schools continue to grow more diverse, it is necessary for the teaching force not only to make pedagogical adjustments but also to understand and explore strategies to work with diverse groups of culture, religion, ethnicity, and language that these learners represent in the classroom. Establishing sound pedagogy rooted in cultural understanding of the learners is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners (Smith, 2004 ).

Teachers have a significant role in preparing learners to live in a society that encourages and values personal and cultural differences. To achieve this role, teachers need to be aware of their own biases, strive to learn about students’ cultural backgrounds, and find ways to bring students’ backgrounds into the classroom. Further, they need to find ways to create a link between home and school, and set high expectations for all students. The central argument here is that teacher educators should strive to manage the challenges and maximize the opportunities for globalization though the integration of culturally relevant pedagogy that is innovative and learner-centered. Additionally, a balanced coexistence between globalization and teacher education involves deliberate efforts among stakeholders to enhance and promote global awareness and digital citizenship in schools.

Generally, as a result of the need for many schools to compete on a global level, the use of digital technologies and applications has increased in teacher education and public schools. The dynamics of globalization and digital technologies also continue to influence teacher preparation programs with multiple implications for educational policies and practices in U.S. public schools. Rapidly emerging developments in technologies and the digital nature of 21st-century learning environments have shaped and transformed the ways learners access, process, and interpret the general and discipline-specific pedagogical content in teaching and learning. Ultimately, the roles of students and teachers in digital learning environments must change to adapt to the dynamic global marketplace. In practice, these changes reiterate the need to prepare global teachers who can effectively prepare digital learners to live and work globally—global citizens.

As U.S. public education continues to evolve, favoring transformative digital content and more learner-centered pedagogies, teacher educators need to focus not only on best practices and innovative pedagogies to engage digital learners but also on the acquisition of global and cultural competencies that positively affect and improve student learning. Instructors have a responsibility to provide positive and safe learning environments that meet the needs of culturally diverse learners. They also need to use digital and interactive media to empower and support 21st-century learners to collaborate with others and become engaged as global citizens. Considine, Horton, and Moorman ( 2009 ) suggest that teachers should “help all students to analyze and evaluate each media message for text, context, and impact to produce more knowledgeable, creative, and cooperative citizens for the Global Village” (p. 10).

Effects of Globalization on Teacher Education

The development of the teaching profession is tied to the process of translating global trends to teacher preparation (Kim, 2007 ). Globalization impacts our lives, including the world economies, societies, people, cultures, and education (Frost, 2011 ; Pineau, 2008 ). In response to the need for teachers to prepare learners for a global economy (García, Arias, Murri, & Serna, 2010 ), it is imperative for teachers to cultivate and enhance the intercultural competence, digital competence, global awareness, and digital citizenship that are critical for graduates to live and work in a globalized and multicultural 21st-century economy. Teacher education programs should help teachers develop the ability to initiate changes in their culturally and linguistically diverse classrooms using critical personal and professional knowledge alongside the knowledge gained from their students (Ball, 2009 ). Teacher education programs also need to align teacher candidates’ teaching and learning experiences with their students’ backgrounds, schools, communities, and families (García et al., 2010 ).

To provide a competitive advantage in the 21st-century workplace, teacher education programs must prepare graduates to have the right knowledge, skills, and values to transfer to learners, including the teaching of science, mathematics, and technological literacy; multilingual oral, reading, and communication competence; and the ability to understand different cultures and use such understandings to work with different individuals (Longview Foundation, 2008 ). The International Society for Technology in Education (ISTE) Standards (International Society for Technology Education, 2017 ) formerly known as the National Educational Technology Standards (NETS), provide benchmarks for the use of technology in teaching and learning. The revised seven ISTE standards for students include:

Empowered Learner : As “empowered learners” students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Digital Citizen : As “digital citizens” students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

Knowledge Constructor : As “knowledge constructors” students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

Innovative Designer : As “innovative designers” students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

Computational Thinker : As “computational thinkers” students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Creative Communicator : As “creative communicators,” students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

Global Collaborator : As “global collaborators” students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally, (International Society for Technology Education, 2017 )

Townsend ( 2011 ) suggests some implications at the policy level for school and classroom practice and consequently for the training of both teachers and school leaders. He advocates for the need to change classroom practice in the directions of “thinking globally,” “acting locally,” and “thinking and acting both locally and globally.” For example, thinking globally means, for curriculum, “Recognition that in the international market, students need to have high levels of education in order to be successfully employed”; and for assessment, “Recognition that being internationally competitive involves understanding how well students are learning in comparison to others, both locally and globally” (p. 122).

Diversity in U.S. Public Schools

The population demographic in American public schools is constantly changing. The number of immigrants, for instance, has increased, contributing to the growth of the resident population of the United States and the nation’s student diversity. However, preservice teachers report lacking adequate sociocultural knowledge and competence to work with students from diverse backgrounds, and it is challenging for them to obtain comprehensive support and training from teacher preparation programs prior to their student practices (Morales, 2016 ). Therefore, “a diverse learning community in teacher education programs is critical to our ability to prepare teachers for diverse schools” (Zeichner, 2010 , p. 19). In addition, teachers need appropriate dispositions to become culturally responsive educators (Villegas & Lucas, 2002 ).

The 2015–2016 survey by the National Center for Education Statistics (NCES) estimates that about 77% of public school teachers are female—up slightly from 76% in 2012 . In elementary schools, nearly nine in 10 teachers are female (NCES, 2017 ). There has been remarkable progress in terms of preparing teacher candidates for the diversity they will encounter in their future classrooms (Liggett & Finley, 2009 ). However, many schools still remain separate and unequal (Cook, 2015 ). Further, the elementary and secondary school teacher workforce is still not as racially diverse as the population at large or the students.

The United States is home to immigrant learners from across the globe, many of whom speak a language other than English. Most of the immigrant learners are English language learners (ELLs). ELLs represent the fastest growing subgroup of students in America’s public school classrooms, with current projections that by the year 2025 , one in four students in mainstream classrooms will be classified as an ELL (Ferlazzo & Sypnieski, 2012 ). The number of ELL students also increased by 60% in the last decade, as compared with 7% growth among the general student population (Grantmakers for Education, 2013 ). While some ELL students are immigrants and refugees, 85% of pre-kindergarten to fifth grade ELL students and 62% of sixth to 12th grade ELL students were born in the United States (Zong & Batalova, 2015 ).

The continued growth of the ELL student population will require teacher preparation programs to equip teachers with the cross-cultural knowledge and skills needed to address this group of students (DelliCarpini, 2008 ). Teacher education programs need to identify and implement effective strategies to support and engage ELL students, such as creating positive and inclusive learning environments. Public schools, on their part, should focus on ways to deliver high-quality instruction as well as foster a positive climate that enhances the potential of ELL students to successfully attain language proficiency and high academic achievement while valuing their native languages and cultural backgrounds. Although multiple studies have acknowledged the rapid increase of ELLs in U.S. public school classrooms, “teacher education and professional development has not yet caught up with the demographic shift” (Ballantyne, Sanderman, & Levy, 2008 , p. 10).

Some programs, such as bilingual projects, have demonstrated that student learning can improve remarkably when students are not required to renounce their cultural heritage (Nieto & Bode, 2012 ). As a result, ELL teachers should strive to create classroom environments where all students (including ELLs) feel valued and safe to engage in learning and developing their communication skills. This requires an increased awareness and understanding of the diversity and unique needs of all learners and best practices for differentiating instruction to target the unique needs of individual learners. However, due to lack of funding from U.S. states to sustain the few programs that support diversity (Nieto & Bode, 2012 ), effective instruction that is focused on the unique identities of every learner still remains a big challenge in many public schools.

The majority of U.S. public school teachers report a lack of confidence to adequately meet the needs of diverse classrooms (Hollins & Torres-Guzman, 2005 ), especially those with backgrounds different from that of the teachers (Helfrich & Bean, 2011 ). Although diversity is an important element in public education, many teacher education programs continue to teach as if diversity were either nonexistent or a problem to be overcome (Beykont, 2002 ). Additionally, many public school teachers struggle to teach students with backgrounds different from their own (Sadker & Zittleman, 2013 ). Thus, when teachers ignore or reject different cultural expressions of development that are normal and adequate and on which school skills and knowledge can be built, conflicts can occur that may lead to student failure (Nieto & Bode, 2012 ).

A teacher’s understanding of the cultural context of children’s behavior and the explicit teaching of classroom rules such as respect for other cultures and people allows a child who is culturally diverse a successful transition from home to school culture. In practice, teachers should go beyond the cultural mismatch theory (Sowers, 2004 ) to ensure high expectations for all learners as well as ensure that those expectations are realized. Teachers from less diverse backgrounds should also acknowledge that they have their own racial background that affects their perspective of the learning process (Burt et al., 2009 ). To ensure that teachers have an appropriate understanding of their children:

Teacher training should include training in different minority studies so that teachers of European ancestry would be less likely to misinterpret behavior and be more likely to expect academic success from not only their white students but their culturally diverse students as well. (Burt et al., 2009 )

Teaching a culturally and linguistically diverse group of students requires a multifaceted approach; there is more than one approach to responding to cultural diversity in the classroom. Irrespective of the approach used, teachers should attempt to “even the playing field” so that the languages and cultures of individual students are perceived as equally valued and powerful. Gay ( 2002 ) explains, “There are several recurrent trends in how formal school curricula deal with ethnic diversity that culturally responsive teachers need to correct. Among them are avoiding controversial issues such as racism, historical atrocities, powerlessness, and hegemony” (p. 108).

Embracing cultural diversity means that all children have equal opportunities to learn in a safe and conducive environment (Keengwe, 2010 ). Further, for students to apply the knowledge, skills, and attitudes that foster cross-cultural competence, it is imperative for teachers to model the knowledge, skills, and attitudes of culturally competent professionals. As the nation’s population becomes more culturally diverse, public schools should reflect that diversity and prepare students to live and work in a global society by creating and supporting learning environments where all students understand and value cultural differences. In the context of globalization, cutting-edge public schools are those that embrace cultural diversity and incorporate pedagogical practices that view diversity as an asset in all the processes of teaching and learning.

Global Competencies and Citizenship

Cultural competence is defined as the ability to successfully approach and educate students who come from diverse backgrounds, and it is associated with the development of personal and interpersonal awareness and sensitivity, knowledge of sociocultural appreciation, and skills that underline intercultural teaching and learning (Moule, 2011 ). To enhance quality teaching in diverse learning environments, teacher candidates need to possess cultural competence and strong skills to understand responsive pedagogies, and integrate sociocultural awareness into their practices (Milner, 2013 ; Sleeter & Milner, 2011 ). Culturally responsive teaching is recommended when dealing with controversial concepts and integrates curriculum with diverse ethnic groups while also discussing issues of race, class, ethnicity, and gender from multiple perspectives (Gay, 2002 ). There is strong evidence of “instructional techniques that increase both the academic and human relations benefits of interracial schooling” (Orfield, 2001 , p. 9).

To better prepare 21st-century teachers, teacher education programs need to model teacher educator global competencies. A globally competent teacher is one who possesses the competencies, attitudes, and habits of mind necessary for successful cross-cultural engagement at home and abroad (Global Teacher Education, 2013 ). Further, globally competent teachers demonstrate the following characteristics and guide their students to do the same: (a) investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research; (b) recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully; (c) communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers; and (d) take action to improve conditions, viewing themselves as players in the world and participating reflectively.

The Association for Supervision and Curriculum Development (ASCD) also describes global competencies as a set of dispositions, knowledge, and skills needed to live and work in a global society. These competencies include attitudes that embrace an openness, respect, and appreciation for diversity, valuing of multiple perspectives, empathy, and social responsibility; knowledge of global issues and current events, global interdependence, world history, culture, and geography; and the ability to communicate across cultural and linguistic boundaries, collaborate with people from diverse backgrounds, think critically and analytically, problem-solve, and take action on issues of global importance.

Scott, Sheridan, and Clark ( 2014 ) developed a pedagogical framework that incorporates global competencies and may increase achievement of students from marginalized groups. The framework, known as Culturally Responsive Computing (CRC), consists of five tenets, based on examples from their prior professional experiences: (a) all students are capable of digital innovation; (b) the learning context supports transformational use of technology; (c) learning about oneself along various intersecting sociocultural lines allows for technical innovation; (d) technology should be a vehicle by which students reflect and demonstrate understanding of their intersectional identities; and (e) barometers for technological success should consider who creates, for whom, and to what ends rather than who endures a socially and culturally irrelevant curriculum (pp. 9–10).

The framework is also intended to bridge the digital divide and promote globalization in teacher education. Based on their framework, they recommend researchers “construct new methods for determining more nuanced outcomes,” suggest the study of diverse groups with a multi-intersectionality approach, and “encourage practitioners to revise curriculum in more culturally responsive ways.” They envisage a transdisciplinary team of “community leaders, computer scientists, social justice activists, and culturally responsive teachers” (pp. 19, 20).

Berdan and Berdan ( 2013 ) suggest a variety of activities for teachers to promote a global classroom: (a) encourage creative representations of the world; (b) avoid stereotypes when selecting international images; (c) create games using maps and globes; (d) play music from a variety of cultures and take time to reflect on and discuss it; (e) create a global bookshelf, including books written in other languages, to show how books are physically read in other countries; (f) post and refer to the alphabets of other world languages; (g) introduce world languages through online sources, such as the one used by the Peace Corps; (h) incorporate toys/items from around the world in teaching both a subject and cultural similarities and differences; and (i) post and frequently use a variety of maps.

Integrating various components of global education into teacher education programs would also enhance understanding of global competencies. Merryfield et al. ( 2008 ) identify five components of effective global education programs: knowledge of global interconnectedness; inquiry into global issues; skills in perspective consciousness; open-mindedness; and cross-cultural experiences.

Knowledge of global interconnectedness : A major focus of global education is to help students learn about how they are connected to world events and activities. Global education helps them understand how decisions made by actors in other nations affect their local communities, and how their decisions, in turn, can have effects around the world.

Inquiry into global issues : Teachers integrate global issues into mandated course content by asking issue-centered questions on topics including global warming, weapons of mass destruction, global health and HIV/AIDS, terrorism, human rights, poverty and development, and more. Although some of these issues may be controversial, they affect people across the world and therefore serve as excellent topics for promoting global perspectives.

Skills in perspective consciousness : Helping students understand that they have views of the world that are not universally shared, and that others may have extremely different worldviews, is another essential component of global education and raises students’ perspective consciousness—“an appreciation of how one’s cultural beliefs, values and norms of behavior shape perception and interpretation of events or issues.”

Open-mindedness : Global education involves the cultivation of respect for cultural differences and can help combat xenophobia and ethnocentrism by increasing exposure to differing cultures, particularly through visuals and cooperative learning activities. In turn, this allows students to recognize and combat bias, stereotypes, and misinformation.

Cross-cultural experiences : Cross-cultural experiences put students in direct contact with different cultures, peoples, and customs. Presentations, foreign language education, study abroad trips, collaborative projects, videos, and images are some of the ways that students increase their cultural awareness and cross-cultural collaboration.

Saavedra and Opfer ( 2012 , p. 1) suggest nine principles for teaching the 21st-century skills and competencies needed to help students navigate the complex social, academic, and economic workforce, including:

Make learning relevant to the “big picture” : Making learning relevant to students’ lives fosters motivation that leads to increased learning.

Teach through the disciplines : Learning through disciplines entails learning not only the knowledge of the discipline but also the skills associated with the production of knowledge within the discipline that incorporates the use of multiple 21st-century skills and leads to increased student learning.

Develop lower- and higher-order thinking skills to encourage understanding in different contexts : Fostering both lower- and higher-order thinking skills is an important educational goal that leads to increased student learning.

Encourage transfer of learning : Students need to apply the skills and knowledge they gain in one discipline to another as well as apply what they learn in school to other areas of their lives, which leads to increased learning.

Teach how to “learn to learn” or metacognition : Helping students to acquire skills, attitudes, and dispositions for the 21st century requires teaching them how to learn on their own, specifically helping them to develop metacognitive skills, positive mental models about how they learn, the limits of such learning, and indications of failure.

Address misunderstandings directly : To overcome misconceptions, learners need to actively construct new understandings. In addition, topics must be taught deeply in order to give students time and space to familiarize themselves with ideas that contradict their intuitive misconceptions.

Promote teamwork : Teamwork helps students to collaborate and learn from their peers as well as challenge their own understandings that promote learning.

Exploit technology to support learning : Technology holds great promise for education and has the potential to help students to develop higher-order thinking skills, collaborate with peers, and foster new understanding that leads to increased learning.

Foster students’ creativity : Teaching concepts that are relevant to students’ lives motivates them to learn and use their newfound knowledge and understanding creatively. Motivation fosters creativity that leads to increased learning.

Digital Citizenship

Digital citizenship refers to the norms of appropriate, responsible technology use. Twenty-first-century learners are exposed to digital technology in many aspects of their day-to-day existence, which has a profound impact on their dispositions, including their attitudes and approach to learning. Generally, digital natives are more adaptable and quicker to adapt to emerging technologies—the tools are part of their lifestyles. As a result of their upbringing and experiences with technology, digital natives have particular learning preferences or styles that differ from earlier generations of students (Bennett, Maton, & Kervin, 2008 ). This generation of students in the United States is the most racially and ethnically diverse group in history, and they are “fully accepting of diversity and typically do not perceive the same divides as earlier generations. In general, they are extremely independent, due to a combination of day care, single parenting, divorced, and working parents” (Bennett, Maton, & Kervin, 2008 , p. 1).

As technology advances, educators need to recognize the changing learning patterns of their learners and the potential of digital technology to improve the dynamics of learning (Solis, 2014 ). The digital natives, for instance, prefer quick results and find that it is easier to learn by using various search engines at their disposal rather than a dictionary. Teachers should encourage this “hands on” approach, also called constructivism. The constructivist pedagogy is founded on the premise of creating knowledge in learning environments supported by active learning, reflective learning, creation of authentic tasks, contextual learning, and collaborative learning (Novak, 1998 ). In the constructivist classroom, the focus tends to shift from the teacher to the students. In the constructivist model, the students are urged to be actively involved in their own process of learning.

Bringing constructivism into the classroom means that instructors will have to embrace a new way of thinking about how digital natives learn. Constructivist teachers view learning as an active, group-oriented process in which learners construct an understanding of knowledge that could be used in problem-solving situations. As guides, constructivist teachers incorporate mediation, modeling, and coaching while providing rich environments and experiences for collaborative learning (Sharp, 2006 ). Constructivist teachers ask questions, oversee activities, and mediate class discussions; they also use scaffolding, which involves asking questions and providing clues linking previous knowledge to the new experience (Sadker, Sadker, & Zittleman, 2008 ).

Digital technologies offer many potential ways to foster global awareness in the classroom. Through infusion of both global education and technology in social studies teaching and learning, teachers can foster students’ understandings of the interrelationships of peoples worldwide, thereby preparing students to participate meaningfully as global citizens (Crawford & Karby, 2008 ). Cultural competence and foreign languages could also be learned through cultural virtual field trips (Ntuli & Nyarambi, 2015 ). However, technology is not a substitute for good instruction. Instructors who are successful in teaching, such as constructivist-oriented teachers, “will be more likely to help their students learn with technology if the teachers can draw on their own experiences in learning with technology” (p. 4).

Applications such as Google Docs and Padlet allow users to collaborate on documents well beyond the confines of the classroom and the school schedule. Digital technology offers opportunities for students to use their creativity to show what they know. Applications such as Skype and Google Hangouts allow students to connect with their peers across the globe. Although instructors play a significant role when teaching with technology, the primary concern in technology integration is for teachers to go beyond technical competence to provide students with pedagogical uses and critically analyze their effective use in various contexts (Bush, 2003 ). Specifically, instructors must place their technical competence within broad educational goals or desired pedagogical frameworks. Bush argues that critical instructional technologies should be considered when considering infusing technology into the classroom that include increasing students’ knowledge of the subject concepts and pedagogy, creating opportunities for professional and pedagogical practice, and developing critical strategies to support students in their professional practice and in the use of educational digital technologies.

A digital passport is an excellent way to engage students and teach them about digital citizenship. Digital passports are an interactive and engaging way to teach and test the basics of digital safety, etiquette, and citizenship especially in upper elementary grades. Teachers can create and add student groups to assign, monitor, and customize assignments for students. Students learn foundational skills from online games and videos, while deepening their learning through collaborative offline activities. The digital passport “uses video and games to teach students about cyberbullying, privacy, safety and security, responsible cell phone use, and copyright. Students earn badges for successfully completing each phase of the Digital Passport program” (Common Sense Media, 2013–2016 ).

Teacher education programs should strive to provide training on digital information literacy, for instance, the consumption of “fake news” by teachers and students who have limited digital information literacy skills. Students should be guided to acquire skills and improve on their ability to locate, evaluate, and use information from online sources. Harris ( 2000 ) observes that technology will be a significant tool to redesign learning in the 21st century . However, educators will need to experience a paradigm shift in their vision for technology in education. Further, they need to change their beliefs in learning processes. Harris ( 2000 ) acknowledges that “the tremendous technology potential will only be realized if we can create a new vision of how technology will change the way we define teaching and how we believe learning can take place” (p. 1).

There are multiple considerations and implications of globalization on teacher education. First, teachers should strive to prepare students to live and work in a global society. Second, it should be noted that 21st-century teacher candidates are no longer just competing for career opportunities locally but globally—they face a global job market. Thus, the graduates will need to possess the right skills and adequate knowledge required in the global workforce. Additionally, diversity in the workplace as a result of the global job market implies that education should be grounded in the understanding and appreciation of cultural diversity and differences. Specifically, having cross-cultural communication skills has become essential for all workers and professionals in the global workforce. The teaching of these essential global workforce skills must be integrated in the curriculum.

The fact that most U.S. public schools do not offer foreign language instruction until high school suggests that many students may not be prepared to compete and lead in a competitive global workplace. Even so, helping students to acquire the global competencies needed in the 21st-century workplace will offer them an economic and intellectual advantage. In other words, a global mindset is a major competitive advantage for young adults entering the 21st-century workforce. As global citizens, students will adopt a global view in their thinking about the world as well as strive to develop a sense of global citizenship that helps them to relate better with others, understand global issues, respect and affirm cultural diversity, and be responsible members of the global society.

Globalization presents both promise and challenges for educators. For instance, globalization provides opportunities for students to learn about different experiences, languages, and cultures for life in the 21st century and global society. On the other hand, the challenges include academic achievement inequities between students of diverse backgrounds; racial segregation in public schools; gender inequalities and sex discrimination; educating students with disabilities; and digital inequities based on class or income. Consequently, it is imperative for teachers to develop cultural and global competencies to improve the academic achievement of their students as well as to prepare their learners to become global citizens.

Using technology to teach preservice teachers about technology adds a useful dimension to a practical approach that is theoretically based (Clifford, Friesen, & Lock, 2004 ). Further, thinking about teaching and instruction focuses on meeting the specific needs of learners, allowing teacher educators to progress from a singular perspective to a multifaceted perspective in teaching with technology. As a result, preservice teachers must focus on developing thought processes about student learning that will enable them to think through the integration process of various technology tools available to them in the classroom.

Teachers must also develop a pedagogical model that potentially creates a stronger link between theory and practice (Kelly, 2003 ). If used appropriately, technology tools have great potential to enhance classroom instruction (Keengwe, 2007 ). Further, the power of digital technology to support learning is not so much in the technology, as in what teachers do with the available technologies. Oblinger ( 2012 ) labels information technology and effective learning experiences as a game changer. There is a synergy behind these two truths; digital technologies bring together convenient and collaborative tools to engage students in authentic, quality learning experiences that are critical in 21st-century learning environments.

Twenty-first-century learners are different from the ones the current educational system was designed to teach. To respond to globalization and to provide for digital learners, educators will have to tap the strengths offered by emerging technologies such as mobile learning platforms—portability, context sensitivity, connectivity, and ubiquity—in order prepare graduates to meet the demands of a global workplace. A seamless integration of digital technologies into teacher education has the potential to improve and support the achievement of diverse learners. As teachers become knowledgable and more comfortable in the use of innovative digital technologies, it is hoped that their pedagogical practices will also improve, and that the integration of digital technology and cultural diversity into classroom instruction will become an integral part of all their school curricula.

Recommendations

Globalization brings multiple challenges and opportunities. To enhance global awareness of how to deal with the negative and positive effects of globalization requires innovative teacher education that prepares students to become global citizens. Innovative teacher education programs integrate the mastery of the subject matter and the acquisition of appropriate pedagogical skills and knowledge to train teacher candidates to effectively prepare graduates for the 21st-century workforce. For instance, the focus on integrating digital technologies into social studies learning offers the potential to promote cross-cultural understandings and awareness in areas such as equity, diversity, and discrimination among both students and teachers (Merryfield, 2000 ). Additionally, early exposure to different languages and cultures prepares young individuals for the dynamic workplace (Berdan & Berdan, 2013 ).

Digital literacy is no longer a luxury (Hicks & Turner, 2013 ), and therefore teacher education programs need to incorporate relevant digital technology tools and applications and provide digital literacy to all students to close the digital divide and promote the global digital equity that is necessary to become global digital citizens. Training in the use and integration of technology in teacher education programs (Kazakoff & Bers, 2012 ; Vu & Fadde, 2014 ) is also recommended. Additionally, transforming teacher education and literacy objectives using performance assessments can help bridge the digital divide (Warschauer & Matuchniak, 2010 ). The assumption here is that with proper preparation and support, teachers will find more success early in their careers and be more able to cope with the technological and pedagogical skills that are necessary to enhance effective teaching and learning in 21st-century classrooms.

Due to the influence of globalization in education, U.S. public school teachers need a broad repertoire of pedagogical strategies to grapple with the challenges they face in diverse 21st-century classrooms. Teacher educators need to be knowledgable about economics, so the traditional teacher education courses will have to be revised to incorporate aspects of economics and finance in the curriculum. It will be important for them to pass this knowledge to their future students in the era of globalization. Globalization implies the need to improve the quality of teacher education through the creation of educational standards and benchmarks that incorporate global education (global issues and cultures).

It is recommended that teacher education programs also explore ways to promote and enhance the teacher education community through global education collaborations and cross-cultural projects that incorporate international standards and benchmarks. Additionally, curricula for teacher education programs need to be reconstructed according to the changing aspects and needs of the global society.

It is recommended that public schools be encouraged to develop school learning and teaching plans to increase their capacity to: manage use of social media tools for learning and teaching; support students’ learning of 21st-century skills; support innovative student-centered pedagogical practices that incorporate transformative digital content and learning technologies; and provide professional development opportunities for teachers in the access, use, and implementation of digital resources. The need to address the diversity of the teaching force is also a crucial and critical issue that requires different comprehensive strategies for addressing each educational, social, economic, cultural, and political aspect (Villegas & Irvine, 2010 ).

It is also recommended that teacher candidates receive appropriate training on diversity and culturally responsive pedagogical practices to enhance their experiences interacting with students from other cultures and to start thinking about effective strategies to teach culturally diverse learners. Misreading behaviors or communication patterns of culturally and linguistically diverse learners, for instance, could lead teachers who are unprepared to meet the educational needs of these students to see them as having an academic or behavioral disability (Voltz, Brazil, & Scott, 2003 ).

Finally, there is a need for instructors to assess the needs of 21st-century learners to enhance their learning. For instance, instructors will need to provide more flexibility in their curriculum as well as integrate digital media, online collaborations, and virtual learning communities into their teaching. Such approaches could result in an interactive and open-ended authentic type of learning that could benefit the learners and prepare them to be successful in the digital and global workplace.

• Association for Supervision and Curriculum Development . (2017). Globally Competent Learning Continuum .
• Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal , 46 (1), 45–72.
• Ballantyne, K. G. , Sanderman, A. R. , & Levy, J. (2008). Educating English language learners: Building teacher capacity (Roundtable Report). Washington, DC: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs.
• Bennett, S. , Maton, K. , & Kervin, L. (2008). The “digital natives” debate: A critical review of the evidence . British Journal of Educational Technology , 39 (5), 775–786.
• Berdan, S. N. , & Berdan, M. S. (2013). Raising global children: Ways parents can help our children grow up ready to succeed in a multicultural global economy . Alexandria, VA: American Council on the Teaching of Foreign Languages.
• Beykont, A. (2002). The power of culture: Teaching across language difference . Cambridge, MA: Harvard Education Publishing.
• Burbules, N. C. , & Torres, C. A. (2000): An introduction to globalization and education. In N. C. Burbules & C. A. Torres (Eds.), Globalization and education: Critical perspectives (pp. 1–26). London, U.K.: Routledge.
• Burt, J. L. , Ortlieb, E. T. , & Cheek Jr., E. H. (2009). An investigation of the impact of racially diverse teachers on the reading skills of fourth-grade students in a one race school. Reading Improvement , 46 (1), 35–45.
• Bush, J. (2003). Beyond technical competence: Technologies in English language arts teacher education (A Response to Pope and Golub) . Contemporary Issues in Technology and Teacher Education , 2 (4).
• Clifford, P. , Friesen, S. , & Lock, J. (2004). Coming to teach in the 21st century: A research study conducted by the Galileo network for Alberta Learning .
• Common Sense Media . (2013–2016). Digital Passports .
• Considine, D. , Horton, J. , & Moorman, G. (2009). Teaching and reading the millennial generation through media literacy. Journal of Adolescent & Adult Literacy , 52 (6), 471–481.
• Cook, L. (2015). U.S. education: Still separate and unequal. US News & World Report .
• Cradler, J. , Freeman, M. , Cradler, R. , & McNabb, M. (2002). Research implications for preparing teachers to use technology. Learning & Leading with Technology , 30 (1), 50–54.
• Crawford, E. O. & Karby, M. M. (2008). Fostering students’ global awareness: Technology applications in social studies teaching and learning. Journal of Curriculum and Instruction , 2 (1), 56–73.
• DelliCarpini, M. (2008). Success with ELLs: Working with English language learners: Looking back, moving forward. English Journal , 98 (1), 98–101.
• Ferlazzo, L. , & Sypnieski, K. H. (2012). The ESL/ELL teacher’s survival guide: Ready-to-use strategies, tools, and activities for teaching English language learners of all levels . Hoboken, NJ: John Wiley & Sons.
• Frost, R. A. (2011). One college, one world: A small town community college and the impact of globalization. Community College Journal of Research and Practice , 35 , 710–723.
• García, E. , Arias, M. B. , Murri, N. J. H. , & Serna, C. (2010). Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education , 61 (1–2), 132–142.
• Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education , 53 (2), 106–116.
• Global Digital Citizen Foundation . (n.d.). Global Digital Citizen .
• Global Teacher Education . (2013). What is global competence? .
• Grabe, M. & Grabe, C. (2008). Integrating technology for meaningful learning (5th ed.). Boston, MA: Houghton Mifflin.
• Grantmakers for Education . (2013). Educating English language learners: Grantmaking strategies for closing America’s other achievement gap .
• Greiner, C. , & Smith, B. (2009). Analysis of selected specific variables and teacher attrition. Education , 129 (4), 579–583.
• Harris, P. (2000). Using technology to create a new paradigm for a learner-centered educational experience . Technos Quarterly , 9 (2).
• Helfrich, S. , & Bean, R. (2011). Beginning teachers reflect on their experiences being prepared to teach literacy. Teacher Education and Practice , 24 (2), 201–222.
• Hicks, T. , & Turner, K. H. (2013). No longer a luxury: Digital literacy can’t wait. English Journal , 102 (6), 58–65.
• Hollins. E. R. , & Torres-Guzman, M. A. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: A report of the AERA Panel on Research and Teacher Education (pp. 477–548). Mahwah, NJ: Lawrence Erlbaum.
• International Society for Technology Education (ISTE) . (2017). The National Educational Technology Standards for Students .
• Jonassen, D. H. , Peck, K. L. , & Wilson, B. G. (1999) Learning with technology: A constructive perspective . Upper Saddle River, NJ: Prentice-Hall.
• Kazakoff, E. , & Bers, M. (2012). Programming in a robotics context in the kindergarten classroom: The impact on sequencing skills. Journal of Educational Multimedia and Hypermedia , 21 (4), 371–391.
• Keengwe, J. (2007). Faculty integration of technology into instruction and students’ perceptions of computer technology to improve student learning. Journal of Information Technology Education , 6 , 169–180.
• Keengwe, J. (2010). Fostering cross cultural competence in preservice teachers through multicultural education experiences. Early Childhood Education Journal , 38 (3), 197–204.
• Kelly, A. E. (Ed.). (2003). Theme issue: The role of design in educational research. Educational Researcher , 32 (1).
• Kim, T. (2007). Old borrowings and new models of the university in East Asia. Globalization, Societies and Education , 5 (1), 39–52.
• Liggett, T. , & Finley, S. (2009). Upsetting the apple cart: Issues of diversity in preservice teacher education. Multicultural Education , 16 (4), 33–38.
• Longview Foundation . (2008). Preparation for the global age: The imperative for change . Silver Spring, MD: Author.
• Merryfield, M. M. (2000). Using electronic technologies to promote equity and cultural diversity in social studies and global education. Theory and Research in Social Education , 28 (4), 502–526.
• Merryfield, M. M. , Lo, J. T. , Po, S. C. , & Kasai, M. (2008). Worldmindedness: Taking off the blinders. Journal of Curriculum and Instruction , 2 (1), 6–20.
• Milner, H. R. (2013). A talk to teachers about Black male students. In M. C. Brown , T. E. Dancy , & J. E. Davis (Eds.), Educating African American males: Contexts for consideration, possibilities for practice (pp. 67–85). New York, NY: Peter Lang.
• Moule, J. (2011). Cultural competence: A primer for educators . Belmont, CA: Wadsworth.
• Morales, Y. A. (2016). Unveiling pre-service teachers’ attitudes toward teaching: The role of pedagogical practicums . Profile: Issues in Teachers’ Professional Development , 18 (2), 47–61.
• National Center for Education Statistics (2017). Documentation for the 2011–12 Schools and Staffing Survey .
• Nieto, S. , & Bode, P. (2012). Affirming diversity: The sociopoligical context of multicultural education (6th ed.). New York, NY: Pierson.
• Novak, J. D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations . Mahwah, NJ: Lawrence Erlbaum.
• Ntuli, E. , & Nyarambi, A. (2015). Learning in a global context: Education diplomacy in primary grade content preparation. Childhood Education , 91 (2), 111–116.
• Oblinger, D. G. (2012). IT as a game changer. In D. G. Oblinger (Ed.), Game Changers: Education and information technologies . EDUCAUSE.
• Orfield, G. (2001). Schools more separate: Consequences of a decade of resegregation .
• Pineau, P. (2008). Education and globalization: A Latin American perspective. History of Education , 37 (6), 743–755.
• Saavedra, A. , & Opfer, V. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences .
• Sadker, D. M. , Sadker, M. P. , & Zittleman, K. R. (2008). Teachers, schools, and society (8th ed.). New York, NY: McGraw-Hill.
• Sadker, M. , & Zittleman, K. (2013). Teachers, schools, and society (10th ed.). New York, NY: McGraw-Hill.
• Scott, K. A. , Sheridan, K. M. , & Clark, K. (2014). Culturally responsive computing: A theory revisited . Learning, Media & Technology , 40 (4), 412–436.
• Sharp, V. (2006). Computer education for teachers: Integrating technology into classroom teaching (5th ed.). New York, NY: McGraw-Hill.
• Sleeter, C. E. , & Milner, H. R. (2011). Researching successful efforts in teacher education to diversify teachers. In A. F. Ball & C. A. Tyson (Eds.), Studying diversity in teacher education (pp. 81–103). Lanham, MD: Rowman & Littlefield.
• Smith, P. (2004). Speaking out on assessment of multicultural competences and outcomes: Some cautions . Keynote address, National Conference of Multicultural/Diversity Outcomes, April 2, Kansas City, Kansas.
• Solis, B. (2014). The future of learning is stuck in the past: Why education is less about technology and more about behavior .
• Sowers, J. (2004). Creating a community of learners: Solving the puzzle of classroom management . Portland, OR: Northwest Regional Educational Laboratory.
• Townsend, T. (2011). Thinking and acting both locally and globally: New issues for teacher education. Journal of Education for Teaching , 37 (2), 121–137.
• Villegas, A. M. , & Irvine, J. J. (2010). Diversifying the teaching force: An examination of major arguments. Urban Review , 42 , 175–192.
• Villegas, A. M. , & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education , 3 (1), 20–22.
• Voltz, D. , Brazil, N. , & Scott, R. (2003). Professional development for culturally responsive instruction: A promising practice for addressing the disproportionate representation of students of color in special education. Teacher Education and Special Education , 26 (1), 63–73.
• Vu, P. , & Fadde, P. (2014). A snapshot of technology integration training in teacher education programs. International Journal of Psychology , 14 (1), 139–150.
• Warschauer, M. , & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes . Review of Research in Education , 34 (1), 179–225.
• Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education , 61 (1–2), 89–99.
• Zong, J. , & Batalova, J. (2015). The limited English proficient population in the United States . Washington, DC: Migration Policy Institute.

Related Articles

• Digital Literacies in Early Childhood
• Teachers’ Knowledge for the Digital Age
• Social Media and School Leadership Efficiency
• Using Technology to Prepare 21st-Century Educators

Printed from Oxford Research Encyclopedias, Education. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice).

date: 27 July 2024

• Cookie Policy
• Privacy Policy
• Legal Notice
• Accessibility
• [185.66.14.133]
• 185.66.14.133

Character limit 500 /500

The Legal Quotient

In Legal Matters, Legal Quotient Matters

Globalization: A Factor Impacting Aims of Education

Adv Hemant More

UGC NET > P aper 1 > Teaching Aptitude > Factors Affecting Aim of Education > Globalization: A Factor Impacting Aims of Education

The aims of education are shaped by a complex interplay of historical, philosophical, socioeconomic, political, technological, global, social, cultural, individual, environmental, and health-related factors. Understanding these factors is essential for developing educational systems that are relevant, effective, and inclusive, ensuring that education fulfills its multifaceted role in society. By considering these diverse influences, educators and policymakers can create educational frameworks that not only meet the current needs of society but also prepare individuals for the challenges and opportunities of the future. In this article let us discuss globalization as impacting factor on aim of education.

The aims of education are shaped by a variety of factors, reflecting the complex interplay of societal values, historical contexts, economic needs, and individual goals. Understanding these factors is crucial for developing educational systems that are effective, equitable, and relevant. Here are some of the key factors that define educational aims:

Globalization

Globalization profoundly influences the aims of education by reshaping the objectives and practices of educational systems worldwide. The interconnectedness of economies, cultures, and societies requires educational systems to adapt and prepare students for the challenges and opportunities of a globalized world. Here are several key ways in which globalization impacts the aims of education:

Development of Global Competencies

Cultural Awareness and Sensitivity:

• Cultural Literacy: Education aims to foster an understanding and appreciation of different cultures, promoting respect for diversity and cross-cultural communication skills.
• Intercultural Competence: Students are encouraged to develop skills that enable them to navigate and thrive in multicultural environments, both professionally and socially.

Language Skills:

• Multilingualism: Globalization increases the demand for proficiency in multiple languages. Educational aims now include the promotion of language learning to facilitate communication and collaboration across borders.
• International Languages: Emphasis on learning globally significant languages like English, Mandarin, Spanish, and French to enhance students’ global employability and mobility.

Focus on Global Issues and Sustainability

Global Citizenship:

• Global Responsibility: Education aims to cultivate a sense of global citizenship, encouraging students to understand global issues such as poverty, climate change, and human rights, and to take action towards creating a more equitable and sustainable world.
• Ethical Awareness: Students are taught to consider the ethical implications of their actions on a global scale, fostering a commitment to social justice and environmental stewardship.

Sustainable Development Goals (SDGs):

• Integration of SDGs: Educational systems are increasingly aligning their aims with the United Nations’ Sustainable Development Goals, incorporating themes like quality education, gender equality, and sustainable cities into the curriculum.
• Environmental Education: There is a growing emphasis on environmental education to equip students with the knowledge and skills needed to address ecological challenges and promote sustainable practices.

Preparation for a Global Economy

Workforce Readiness:

• 21st Century Skills: Education aims to develop skills that are essential in a globalized economy, such as critical thinking, creativity, problem-solving, collaboration, and digital literacy.
• STEM Education: There is a strong focus on science, technology, engineering, and mathematics (STEM) education to prepare students for careers in high-demand global industries.

Entrepreneurship and Innovation:

• Entrepreneurial Mindset: Educational systems aim to nurture an entrepreneurial mindset, encouraging students to be innovative, adaptable, and resilient in a rapidly changing global market.
• Global Business Practices: Students are taught about global business practices, trade, and economics, preparing them to operate in an interconnected economic environment.

Integration of Technology and Digital Learning

Digital Literacy:

• Technological Proficiency: Education aims to ensure that students are proficient in using digital tools and technologies, which are essential for participating in a globalized world.
• Online Learning: The rise of online learning platforms and digital resources expands access to education and promotes lifelong learning opportunities on a global scale.

Global Collaboration:

• Virtual Collaboration: Technology facilitates global collaboration, enabling students and educators to connect and work together across borders through virtual classrooms, online projects, and international partnerships.
• Digital Citizenship: Education includes teaching students about digital citizenship, focusing on responsible and ethical use of technology in a global context.

Equity and Access to Quality Education

Reducing Educational Inequality:

• Global Initiatives: Globalization encourages international initiatives and collaborations aimed at reducing educational inequality and ensuring access to quality education for all children, regardless of their geographical location or socioeconomic status.
• International Aid and Support: Programs funded by international organizations and governments aim to improve educational infrastructure, teacher training, and resources in developing countries.

Inclusive Education:

• Diversity and Inclusion: Educational aims increasingly prioritize inclusivity, ensuring that all students, including those with disabilities and from marginalized communities, have equal access to educational opportunities.
• Universal Design for Learning (UDL): Implementing UDL principles to create flexible learning environments that accommodate the diverse needs of all learners.

Internationalization of Education

Global Curriculum:

• International Content: Educational systems incorporate global perspectives into the curriculum, exposing students to international history, geography, literature, and current events.
• Cross-National Standards: Efforts to harmonize educational standards and qualifications across countries facilitate student mobility and international recognition of academic credentials.

Study Abroad and Exchange Programs:

• Global Mobility: Encouraging students to participate in study abroad programs, student exchanges, and international internships to gain firsthand experience of different cultures and educational systems.
• Partnerships: Establishing partnerships between educational institutions across countries to promote collaboration, research, and exchange of best practices.

Policy and Governance

International Benchmarking:

• Global Assessments: Participation in international assessments such as the Programme for International Student Assessment (PISA) provides benchmarks for comparing educational performance globally and informs policy decisions.
• Policy Borrowing and Lending: Countries learn from each other’s educational policies and practices, adopting successful strategies to improve their own systems.

Global Education Policies:

• Harmonization of Standards: Efforts to harmonize educational policies and standards across regions, such as the Bologna Process in Europe, aim to create a more integrated and compatible educational landscape.
• International Agreements: Participation in international agreements and frameworks that promote educational cooperation, quality assurance, and mutual recognition of qualifications.

Globalization significantly impacts the aims of education by emphasizing the development of global competencies, addressing global issues, preparing students for the global economy, integrating technology, promoting equity and access, fostering internationalization, and influencing educational policies. Educational systems must adapt to these changes to ensure that students are well-equipped to thrive in an interconnected and rapidly evolving world. By embracing these aims, education can play a crucial role in fostering global understanding, cooperation, and sustainable development.

For More Articles on Teaching Aptitude Click Here

For More Articles on UGC NET

Share this:

Leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Administrative Law
• Bharatiya Nagarik Suraksha Sanhita
• Bharatiya Nyaya Sanhita
• Christian Laws
• Code of Criminal Procedure
• Collective Bargaining
• Collective Violence
• Companies Act
• Constitutional Law
• Criminal Jurisprudence
• Criminology
• Environmental Laws
• Family Laws
• Forensic Science
• Human Rights
• Indian Evidence Act
• Indian Partnership Act
• Indian Penal Code
• Indian Succession Act
• Industrial Disputes Act
• Industrial Relations Code
• Judicial Process
• Jurisprudence
• Juvenile Justice Act
• Labour Laws
• Law and Society
• MRTU and PULP Act
• Research Methodology
• Sale of goods Act
• Teaching Aptitude
• February 2024
• January 2024
• December 2023
• November 2023
• October 2023
• September 2023
• August 2023
• December 2022
• November 2022
• October 2022
• September 2022
• August 2022

12 minute read

Globalization of Education

Globalization theory, the role of education.

In popular discourse, globalization is often synonymous with internationalization, referring to the growing interconnectedness and interdependence of people and institutions throughout the world. Although these terms have elements in common, they have taken on technical meanings that distinguish them from each other and from common usage. Internationalization is the less theorized term. Globalization, by contrast, has come to denote the complexities of interconnectedness, and scholars have produced a large body of literature to explain what appear to be ineluctable worldwide influences on local settings and responses to those influences.

Influences of a global scale touch aspects of everyday life. For example, structural adjustment policies and international trading charters, such as the North American Free Trade Association (NAFTA) and the Asia-Pacific Economic Cooperation (APEC), reduce barriers to commerce, ostensibly promote jobs, and reduce the price of goods to consumers across nations. Yet they also shift support from "old" industries to newer ones, creating dislocations and forcing some workers out of jobs, and have provoked large and even violent demonstrations in several countries. The spread of democracy, too, is part of globalization, giving more people access to the political processes that affect their lives, but also, in many places, concealing deeply rooted socioeconomic inequities as well as areas of policy over which very few individuals have a voice. Even organized international terrorism bred by Islamic fanaticism may be viewed as an oppositional reaction–an effort at deglobalization –to the pervasiveness of Western capitalism and secularism associated with globalization. Influences of globalization are multi-dimensional, having large social, economic, and political implications.

A massive spread of education and of Westernoriented norms of learning at all levels in the twentieth century and the consequences of widely available schooling are a large part of the globalization process. With regard to the role of schools, globalization has become a major topic of study, especially in the field of comparative education, which applies historiographic and social scientific theories and methods to international issues of education.

Globalization Theory

Globalization is both a process and a theory. Roland Robertson, with whom globalization theory is most closely associated, views globalization as an accelerated compression of the contemporary world and the intensification of consciousness of the world as a singular entity. Compression makes the world a single place by virtue of the power of a set of globally diffused ideas that render the uniqueness of societal and ethnic identities and traditions irrelevant except within local contexts and in scholarly discourse.

The notion of the world community being transformed into a global village, as introduced in 1960 by Marshall McLuhan in an influential book about the newly shared experience of mass media, was likely the first expression of the contemporary concept of globalization. Despite its entry into the common lexicon in the 1960s, globalization was not recognized as a significant concept until the 1980s, when the complexity and multidimensionality of the process began to be examined. Prior to the 1980s, accounts of globalization focused on a professed tendency of societies to converge in becoming modern, described initially by Clark Kerr and colleagues as the emergence of industrial man.

Although the theory of globalization is relatively new, the process is not. History is witness to many globalizing tendencies involving grand alliances of nations and dynasties and the unification of previously sequestered territories under such empires as Rome, Austria-Hungary, and Britain, but also such events as the widespread acceptance of germ theory and heliocentricism, the rise of transnational agencies concerned with regulation and communication, and an increasingly unified conceptualization of human rights.

What makes globalization distinct in contemporary life is the broad reach and multidimensionality of interdependence, reflected initially in the monitored set of relations among nation-states that arose in the wake of World War I. It is a process that before the 1980s was akin to modernization, until modernization as a concept of linear progression from traditional to developing to developed–or from gemeinschaft to gesellschaft as expressed by Ferdinand Toennies–forms of society became viewed as too simplistic and unidimensional to explain contemporary changes. Modernization theory emphasized the functional significance of the Protestant ethic in the evolution of modern societies, as affected by such objectively measured attributes as education, occupation, and wealth in stimulating a disciplined orientation to work and political participation.

The main difficulty with modernization theory was its focus on changes within societies or nations and comparisons between them–with Western societies as their main reference points–to the neglect of the interconnectedness among them, and, indeed, their interdependence, and the role played by non-Western countries in the development of the West. Immanuel Wallerstein was among the earliest and most influential scholars to show the weaknesses of modernization theory. He developed world system theory to explain how the world had expanded through an ordered pattern of relationships among societies driven by a capitalistic system of economic exchange. Contrary to the emphasis on linear development in modernization theory, Wallerstein demonstrated how wealthy and poor societies were locked together within a world system, advancing their relative economic advantages and disadvantages that carried over into politics and culture. Although globalization theory is broader, more variegated in its emphasis on the transnational spread of knowledge, and generally less deterministic in regard to the role of economics, world system theory was critical in shaping its development.

The Role of Education

As the major formal agency for conveying knowledge, the school features prominently in the process and theory of globalization. Early examples of educational globalization include the spread of global religions, especially Islam and Christianity, and colonialism, which often disrupted and displaced indigenous forms of schooling throughout much of the nineteenth and twentieth centuries. Postcolonial globalizing influences of education have taken on more subtle shapes.

In globalization, it is not simply the ties of economic exchange and political agreement that bind nations and societies, but also the shared consciousness of being part of a global system. That consciousness is conveyed through ever larger transnational movements of people and an array of different media, but most systematically through formal education. The inexorable transformation of consciousness brought on by globalization alters the content and contours of education, as schools take on an increasingly important role in the process.

Structural adjustment policies. Much of the focus on the role of education in globalization has been in terms of the structural adjustment policies of the World Bank and other international lending organizations in low-income countries. These organizations push cuts in government expenditures, liberalization of trade practices, currency devaluations, reductions of price controls, shifts toward production for export, and user charges for and privatization of public services such as education. Consequently, change is increasingly driven largely by financial forces, government reliance on foreign capital to finance economic growth, and market ideology.

In regard to education, structural adjustment policies ostensibly reduce public bureaucracies that impede the delivery of more and better education. By reducing wasteful expenditures and increasing responsiveness to demand, these policies promote schooling more efficiently. However, as Joel Samoff noted in 1994, observers have reported that structural adjustment policies often encourage an emphasis on inappropriate skills and reproduce existing social and economic inequalities, leading actually to lowered enrollment rates, an erosion in the quality of education, and a misalignment between educational need and provision. As part of the impetus toward efficiency in the expenditure of resources, structural adjustment policies also encourage objective measures of school performance and have advanced the use of cross-national school effectiveness studies. Some have argued that these studies represent a new form of racism by apportioning blame for school failure on local cultures and contexts.

Democratization. As part of the globalization process, the spread of education is widely viewed as contributing to democratization throughout the world. Schools prepare people for participation in the economy and polity, giving them the knowledge to make responsible judgments, the motivation to make appropriate contributions to the well being of society, and a consciousness about the consequences of their behavior. National and international assistance organizations, such as the U. S. Agency for International Development and the United Nations Educational, Scientific and Cultural Organization (UNESCO), embrace these objectives. Along with mass provision of schools, technological advances have permitted distance education to convey Western concepts to the extreme margins of society, exposing new regions and populations to knowledge generated by culturally dominant groups and helping to absorb them into the consumer society.

A policy of using schools as part of the democratization process often accompanies structural adjustment measures. However, encouraging user fees to help finance schooling has meant a reduced ability of people in some impoverished areas of the world to buy books and school materials and even attend school, thus enlarging the gap between rich and poor and impeding democracy. Even in areas displaying a rise in educational participation, observers have reported a reduction in civic participation. Increased emphasis on formalism in schooling could plausibly contribute to this result. An expansion of school civics programs could, for example, draw energy and resources away from active engagement in political affairs by youths, whether within or outside of schools. Increased privatization of education in the name of capitalist democratization could invite greater participation of corporate entities, with the prospect of commercializing schools and reducing their service in behalf of the public interest.

Penetration of the periphery. Perhaps the most important question in understanding how education contributes to globalization is, what is the power of schools to penetrate the cultural periphery? Why do non-Western people surrender to the acculturative pressure of Western forms of education?

By mid-twentieth century, missionaries and colonialism had brought core Western ideas and practices to many parts of the world. With contemporary globalization, penetration of the world periphery by means of education has been accomplished mainly in other ways, especially as contingent on structural adjustment and democratization projects. Some scholars, including Howard R. Woodhouse, have claimed that people on the periphery are "mystified" by dominant ideologies, and willingly, even enthusiastically and without conscious awareness of implications, accept core Western learning and thereby subordinate themselves to the world system. By contrast, there is considerable research, including that of Thomas Clayton in 1998 and Douglas E. Foley in 1991, to suggest that people at the periphery develop a variety of strategies, from foot dragging to outright student rebellion, to resist the dominant ideology as conveyed in schools.

Evidence on the accommodation of people at the periphery to the dominant ideology embodied in Westernized schooling is thus not consistent. Erwin H. Epstein, based on data he collected in three societies, proposes a filter-effect theory that could explain the contradictory results reported by others. He found that children in impoverished areas attending schools more distant from the cultural mainstream had more favorable views of, and expressed stronger attachment to, national core symbols than children in schools closer to the mainstream. In all three societies he studied, globalization influences were abrupt and pervasive, but they were resisted most palpably not at the remote margins, but in the towns and places closer to the center, where the institutions representative of the mainstream–including law enforcement, employment and welfare agencies, medical facilities, and businesses–were newly prevalent and most powerfully challenged traditional community values.

Epstein explained these findings by reasoning that it is easier for children living in more remote areas to accept myths taught by schools regarding the cultural mainstream. By contrast, children living closer to the mainstream cultural center–the more acculturated pupils–are more exposed to the realities of the mainstream way of life and, being more worldly, are more inclined to resist such myths. Schools in different areas do not teach different content; in all three societies, schools, whether located at the mainstream center or periphery, taught an equivalent set of myths, allegiances to national symbols, and dominant core values. Rather, schools at the margin are more effective in inculcating intended political cultural values and attitudes because they operate in an environment with fewer competing contrary stimuli. Children living in more traditional, culturally homogeneous and isolated areas tend to be more naive about the outside world and lack the tools and experience to assess objectively the political content that schools convey. Children nearer the center, by contrast, having more actual exposure to the dominant culture, are better able to observe the disabilities of the dominant culture–its level of crime and corruption, its reduced family cohesion, and its heightened rates of drug and alcohol abuse, for example. That greater exposure counteracts the favorable images all schools convey about the cultural mainstream, and instead imbues realism–and cynicism–about the myths taught by schools.

In other words, schools perform as a filter to sanitize reality, but their effectiveness is differential; their capacity to filter is larger the farther they move out into the periphery. As extra-school knowledge progressively competes with school-produced myths, the ability and inclination to oppose the dominant ideology promoted by schools as part of the globalization process should become stronger. This filter-effect theory could clarify the impact of schools as an instrument of globalization and invites corroboration.

See also: I NTERNATIONAL E DUCATION A GREEMENTS ; I NTERNATIONAL E DUCATION S TATISTICS ; R URAL E DUCATION, subentry on I NTERNATIONAL C ONTEXT.

BIBLIOGRAPHY

C LAYTON , T HOMAS. 1998. "Beyond Mystification: Reconnecting World-System Theory for Comparative Education." Comparative Education Re-view 42:479–496.

D AUN , H OLGER. 2001. Educational Restructuring in the Context of Globalization and National Policy. New York: Garland.

E PSTEIN , E RWIN H. 1987. "The Peril of Paternalism: The Imposition of Education on Cuba by the United States." American Journal of Education 96:1–23.

E PSTEIN , E RWIN H. 1997. "National Identity among St. Lucian Schoolchildren." In Ethnicity, Race and Nationality in the Caribbean, ed. Juan Manuel Carrión. San Juan: Institute of Caribbean Studies, University of Puerto Rico.

F OLEY , D OUGLAS E. 1991. "Rethinking School Ethnographies of Colonial Settings: A Performance Perspective of Reproduction and Resistance." Comparative Education Review 35:532–551.

G IDDENS , A NTHONY. 1987. The Nation-State and Violence. Berkeley: University of California Press.

H OOGVELT , A NKIE. 1997. Globalisation and the Postcolonial World: The New Political Economy of Development. Basingstoke, Eng.: Macmillan.

I NKELES , A LEX, and S MITH , D AVID H ORTON. 1974. Becoming Modern: Individual Change in Six Developing Countries. Cambridge, MA: Harvard University Press.

J ARVIS , P ETER. 2000. "Globalisation, the Learning Society and Comparative Education." Comparative Education 36:343–355.

K ERR , C LARK, et al. 1960. Industrialism and Industrial Man. London: Heinemann.

M C L UHAN , M ARSHALL. 1960. Explorations in Communication. Boston: Beacon.

R AMIREZ , F RANCISCO O., and B OLI -B ENNETT , J OHN. 1987. "The Political Construction of Mass Schooling: European Origins and World-wide Institutionalization." Sociology of Education 60:2–17.

R OBERTSON , R OLAND. 1987. "Globalization Theory and Civilizational Analysis." Comparative Civilizations Review 17.

S AMOFF , J OEL, ed. 1994. Coping with Crisis: Austerity, Adjustment, and Human Resources. London: Cassell.

S KLAIR , L ESLIE. 1997. "Globalization: New Approaches to Social Change." In Sociology: Issues and Debates, ed. Steve Taylor. London: Macmillan.

T OENNIES , F ERDINAND. 1957. Community and Society. New York: Harper and Row.

W ALLERSTEIN , I MMANUEL. 1974. The Modern World System. New York: Academic Press.

W EBER , M AX. 1978. Economy and Society. Berkeley: University of California Press.

W ELCH , A NTHONY R. 2001. "Globalisation, Postmodernity and the State: Comparative Education Facing the Third Millennium." Comparative Education 37:475–492.

W HITE , B OB W. 1996. "Talk about School: Education and the Colonial Project in French and British West Africa." Comparative Education 32:9–25.

W OODHOUSE , H OWARD R. 1987. "Knowledge, Power and the University in a Developing Country: Nigeria and Cultural Dependency." Compare 17:121.

E RWIN H. E PSTEIN

Additional topics

• Henry H. Goddard (1866–1957) - Background and Education, Intelligence Testing, The Kallikak Family Study, Controversy, Contribution
• Gifted and Talented Education - The Nature and Identification, Goals and Purposes, Programs and Their Effectiveness, Controversies Issues and Trends

Education - Free Encyclopedia Search Engine Education Encyclopedia

#LeadingSDG4 | Education2030

2024 Global Education Meeting

Taking place on 31st October and 1st November 2024 in Fortaleza, Brazil, the 2024 Global Education Meeting (GEM) will build on the Accelerating Progress Towards SDG4: Stocktake of Transformative Actions in Education meeting convened by the HLSC on 17 June 2024 at the UNESCO Headquarters and will be held back-to-back with the G20 Education Ministers’ Meeting.

Aligned with the focus of the Brazilian G20 presidency – placing the issue of equity and inclusion at the centre - the 2024 GEM convened by UNESCO aims to foster multilateral, cross-sectoral and multi-stakeholder dialogue, recognizing education as a social equalizer and driving force of sustainable development .

Informed by the United Nations Pact for the Future , the 2024 GEM will mark a key moment for education, bringing the international education community together, including governmental and non-State actors, to agree on acceleration strategies for the remainder of the 2030 Agenda, keeping in mind the education transformation vision.

This meeting is organized by UNESCO and hosted by the Government of Brazil:

The objectives of the 2024 Global Education Meeting are to:

• Take stock of country progress towards the Sustainable Development Goal 4 (SDG4) and showcase transformative actions that have accelerated progress with emphasis on inclusion and equity.  
• Strengthen multilateral, cross-sectoral and multi-stakeholder engagement and commitment to advance and transform education in light of the milestone events of the year and to pave the way to the Fourth International Conference on Financing for Development and the World Social Summit in 2025.  
• Agree on a set of strategies to increase investments in education and scale innovative financing instruments for the education sector, to improve access to more and better financing aligned to country needs, aiming at fighting inequalities and closing the financing gap for achieving SDG4. 

Concept note

Coming soon

Expected outcome

The Global Education Meeting will result in a strong call for action on education for the remaining years until 2030, to accelerate country progress on priority areas. The 2024 GEM outcome document, to be adopted by consensus and acclamation, will build on the regional and constituency consultations held between July and September 2024, as well as the takeaways of the HLSC’s Stocktake and the Summit of the Future .  

The outcome document will contain commitments and strategies to forge multilateral, cross-sectoral and multi-stakeholder cooperation and to increase and improve financing for education—geared towards both immediate acceleration actions towards SDG4 and the post-2030 education transformation vision.  

At the 2024 GEM, the 2024/5 Global Education Monitoring Report will be launched to report on the progress made on the SDG4 targets and provide a thematic review dedicated to leadership and education—a critical factor in achieving inclusive and equitable, quality education. 

Meeting Programme

31 october 2024  .

• Opening and Inaugural session on Promoting equity and inclusion in and through education
• Launch of the 2024/5 Global Education Monitoring Report
• Cross-sectoral perspectives on transformative education

Reviewing and accelerating progress towards SDG4 (Part I)  

1 November 2024  

• Reviewing and accelerating progress towards SDG 4 (Part II)  
• Sustainable development and financing for development  
• High-level dialogues on financing of education
• Closing ceremony

Frequently asked questions

The 2024 Global Education Meeting will take place on 31 October and 1 November 2024 in the Centro de Eventos do Ceará in the city of Fortaleza, Brazil .

The conference is by invitation only and is organized mainly for the members of the global education community. This includes Member States, multilateral and bilateral agencies, United Nations and regional organizations, the teaching profession, civil society organizations, the private sector, foundations, as well as youth and student representatives.

UNESCO expects each country delegation to have 3 representatives. Delegations should be led by their respective Ministers (or Vice-Ministers) of Education, International Cooperation, Development, Finance, or any other relevant area .

UNESCO will fund the participation of 1 representative per country from least developed countries.

The conference will be held in person. Online participation will not be possible.

There will be two types of sessions:  

Plenary sessions: high-level remarks, keynotes, presentations and panel discussions.   

Concurrent sessions : panel discussions and sharing of research findings, transformative actions and lessons learned.

Simultaneous interpretation will be available in 7 languages (Arabic, Chinese, English, French, Portuguese, Russian, and Spanish) during plenary sessions. In concurrent sessions, interpretation will be available in 4 languages (English, French, Portuguese and Spanish).

Given the limited space and time available for the GEM, no side events will be organized.

Yes, a limited number of exhibition booths will be made available for partners and organizations to share their activities and interact with other participants. A call for proposals will be posted on the conference webpage, and selections will be made by the Secretariat together with the host country .

Historically, Global Education Meetings concluded with the adoption of a non-binding declaration, adopted by consensus and acclamation during the closing session. The same is foreseen for the 2024 GEM.

The preparatory process of the Outcome document will be led by the SDG4 High-Level Steering Committee . As outlined in the decision of the HLSC taken on 17 June 2024, the HLSC Sherpa Group will prepare the zero draft of the Outcome document and lead consultations on the draft with all regions and constituencies, including regional organizations, civil society, teachers, youth, students and foundations. Consultations are foreseen to take place between July-September 2024 , providing a valuable opportunity to capture priority areas of action emerging from different regions, and to garner support of all key stakeholders for the Outcome document.

What is happening?

Related items

• Future of education
• Policy Advice
• Programme implementation
• UN ＆ International cooperation
• Educational finance
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
• See more add

• What is the role of education in human capital formation?
• On: July 24, 2024
• By: Smile Foundation

Whether you are building an organisation or a nation, what is most essential for you is human capital. It is through the knowledge, skills and abilities of individuals that organisations and nations develop. Human capital is a crucial factor for both personal as well as societal growth. For example, a nation with high-quality human capability is likely to have more creative expression which can add to its overall growth.

Now, to cultivate and enhance this human capital, the best tool that we have is education. It is only through quality education that we can impart necessary skills in people so that they can enable societal growth. This is especially true for a country like India which has a large human capital. If India wants to reap the benefits of having a huge human capital, it needs to invest heavily in education.

So, exactly what’s the role of education in human capital formation?

The foundational knowledge

Most formative time for any individual is their childhood years. It is during this time that a strong foundation for lifelong learning and growth can be set. Quality preschool programmes lay the foundation for cognitive, social and emotional development. These early experiences shape a child’s future learning trajectory. This is why we need access to high-quality schools, colleges and universities for our population because that is where they receive structured education.

Not just academic knowledge , but individuals also learn critical thinking and discipline in these institutions. Formal education equips individuals with the tools needed to navigate the complexities of the modern world. And then, one must always remember that in today’s fast-changing world, education does not just stop after one graduates from a college. It is, instead, a lifelong process. Lifelong learning—through workshops, online courses and continuous skill development—ensures that human capital remains relevant and adaptable throughout life.

Role of education in individual talent and capabilities

Imagine you are participating in a contest, and you have to find people to be a part of your team. Let’s say the contest is about ideating and launching a business. What kind of individuals will you look for? It is highly likely that you will try to find a diverse pool of talented and capable individuals to join your time. You may need someone who understands marketing, someone who knows product design and someone who is good at social media.

This is a good example of how human capital works. If you need a quality human capital for a contest, imagine the kind of difference talented and capable individuals can make for an economy. And the best way to nurture these diverse talents is through education. It can be formal education, informal education, or a combination of both. Whether it’s artistic creativity , scientific curiosity or entrepreneurial acumen, schools and colleges provide platforms for students to explore and develop their unique abilities.

At the same time, skill acquisition, upskilling and reskilling are central to developing human capital in today’s world. Skills such as programming, communication, problem-solving, teamwork, leadership, etc., are constantly evolving today because of the rapid changes in technology. Therefore, a good human capital can only be sustained through constant upskilling and reskilling of individuals.

Lastly, we cannot forget the role of education in empowering women by breaking down barriers and promoting gender equality. Educated women contribute significantly to family well-being, community development and economic growth. Also, as we educate more and more women, we increase the pool of human talent.

Beyond academic knowledge

As mentioned before, skill-building and talent is not just about academic knowledge, but it is also associated with factors such as emotional intelligence, ethical values and much more. Sports, arts and extracurricular activities contribute to a well-rounded personality. Therefore, we cannot forget the role these activities play in creating a diverse human talent pool.

Similarly, schools and colleges bring together students from diverse backgrounds. Interacting with peers from different cultures, religions and socioeconomic strata fosters empathy, tolerance and social cohesion. This, in turn, allows the individuals to work together with better coordination and show stronger results.

Economic impact

One of the biggest benefits of an educated human capital is the economic growth that comes out of it. Skilled and educated individuals are more productive and they are more likely to possess other qualities like leadership skills, teamwork, etc. Therefore, they can also act as strong guides for others. At the same time, education is also the pathway to earning higher income and breaking social barriers .

With these advancements, individuals can attain financial stability and invest their money in improving the lives of people around them. Also, longer schooling years provide the basic capacity to learn new skills . Education equips individuals with the ability to adapt to changing job markets and technological advancements.

Global context

Across the globe, nations continue to invest in their human capital because it pays dividends in the form of economic and social growth. Not just that, countries also try to ensure that their human capital does not leave to take citizenship of any other nation. This is because losing highly-capable individuals means losing opportunities of growth. That is why nations try to create a favourable environment for talented individuals to start new businesses, find better jobs or ensure upward mobility for themselves. Throughout history, education has been a catalyst for societal transformation. From the Renaissance to the Industrial Revolution, educated individuals have driven progress.

Collective future

So, as we understand, education is not just about passing exams; it is about shaping lives and building human capital . As we strive to create a better country and world, we must recognise the role that education plays in this process. By investing in education, we invest in our collective future—one where human capital flourishes, bridges gaps and propels us toward prosperity.

What did Smile Foundation do in the year 2022-23?

• 405 Mission Education Centres – Early Childhood Education to Senior Secondary Education for underserved children between 3 to 18 years of age.
• 12 Government Collaboration Projects – Support government education infrastructure and teacher training initiatives to improve learning outcomes of children.
• 44,000+ girls supported under vocational education – Quality improvement and system strengthening interventions to promote and support in-school vocational education
• 2000+ scholarships for completing schooling and higher education – Scholarships for deserving students at school level and after school for vocational courses and technical courses like engineering
• Tags: #RoleOfEducation

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

More To Explore

Importance of Institutional Grants for NGOs

Grants are the lifeblood of many nonprofits, providing essential funds that allow

Difference between Disguised Unemployment and Seasonal Unemployment

That unemployment is a major concern for any country, including India, is

Job-oriented training programmes in higher education

Students pursuing higher education often jest or express genuine concern at some

Bagless Days to Reduce Burden on Children

Every day, Soumya Karanth and her husband accompany their children downstairs to

Quality Education for Our Youngest

Do you know that the early childhood days, typically the period from

CSR in India for Skill Development of the Youth

Why Skill Development? The employment rate in India, where over 12 million

BLOG SUBSCRIPTION

You may also recommend your friend’s e-mail for free newsletter subscription.

Free Application Code

A $25 Value

Ready to take the next step? Pick your path. We'll help you get there. Complete the form below and receive a code to waive the $25 application fee.

CSU Global websites use cookies to enhance user experience, analyze site usage, and assist with outreach and enrollment. By continuing to use this site, you are giving us your consent to do this. Learn more in our Privacy Statement .

Colorado State University Global

• Admission Overview
• Undergraduate Students
• Graduate Students
• Transfer Students
• International Students
• Military & Veteran Students
• Non-Degree Students
• Re-Entry Students
• Meet the Admissions Team
• Tuition & Cost
• Financial Aid
• Scholarships
• Colorado Residents
• Military Benefits
• Net Price Calculator
• Student Success Overview
• What to Expect
• Academic Support
• Career Development
• Offices & Services
• Course Catalog
• Academic Calendar
• Student Organizations
• Student Policies
• About CSU Global
• Mission & Vision
• Accreditation
• Why CSU Global
• Our Faculty
• Industry Certifications
• Partnerships
• School Store
• Commitment to Colorado
• Memberships & Organizations
• News Overview
• Student Stories
• Special Initiatives
• Community Involvement

Why STEM Education Is Important

• July 24, 2024

Can you imagine a future that doesn’t focus on clean energy, groundbreaking technologies, medical breakthroughs and building shelters? It’s a frightening thought. Educating students in the arts and sciences from an early age helps spark an interest in the arts and sciences, which is relevant in our ever-changing world. CSU Global offers a variety of STEM-focused degree programs that can prepare students for exciting careers in these in-demand fields. But what is STEM education?

STEM , short for science, technology, engineering and math, is a teaching approach that encourages students to solve problems, use their creativity and think outside the box. These are vital skills for future success, whether it’s creating new products, taking on leadership roles, venturing into entrepreneurship or working in fields poised for growth. This article explores the importance of STEM education and how it helps build a future for all careers.

Building the Future: STEM’s Role in Innovation

Technology advances rapidly, with things like the speed and power of computers doubling every 2 years, often referred to as Moore’s Law . STEM helps prepare students with the skills needed to keep up with these growth trends and the ability to tackle real-world challenges.

Some of the world’s greatest scientific discoveries and advancements in technology are owed to STEM education . By teaching students to be curious about the world around them, STEM paves the way for new research and invention. From Sir Isaac Newton’s laws of motion to the invention of the internet, education in science, technology, engineering and math have been major contributors to progress.

Today, STEM education has helped with advancements in fields such as artificial intelligence , renewable energy and biotechnology, all of which can help shape our future. Environmentalists work hard to discover new ways to address climate change and pollution by optimizing waste management systems through clean transportation and looking for ways to protect endangered species. Biologists also work hard to create life-saving medications that better prepare us for pandemic situations. New technologies also affect how we communicate and work with one another across states and countries. STEM education helps prepare students for careers that make a positive impact on our environment and our world. By choosing a career in STEM, you can become a leader in innovation.

STEM for Everyone: Preparing Students for ALL Careers

Despite popular beliefs, STEM education isn’t just for students looking for careers as scientists or engineers. While a STEM education lays a solid foundation for leadership roles in these industries, the benefits of this type of education provide students with the skills and mindset for other diverse career paths, including everything from business to history.

A strong STEM foundation provides advantages to students working toward careers in unrelated fields. For example, artists benefit from learning the principles of geometry and physics, especially those looking for careers in architectural design and sculpture. In history, students must know how to analyze data and use critical thinking skills to interpret historical information and draw conclusions about the past lives of citizens and cultures. Additionally, in the business world, having a working knowledge of technology and quantitative reasons can help push businesses to new levels.

STEM education helps teach skills such as data analysis, critical thinking and problem-solving, which are valuable regardless of what type of job you’re looking for. In today’s digital age, technology plays an important role in almost every aspect of our lives and also shapes the current job market. STEM education prepares students for this type of career landscape. Whether it’s learning new software programs or embracing new technologies, students from a STEM background have a better chance at keeping up with job opportunities.

Shaping the Future Starts Today

A strong STEM education helps provide a foundation for individuals looking for jobs across all industries. By learning essential skills, such as problem-solving and critical thinking, students are equipped for success in our modern world. CSU Global is committed to fostering the next generation of STEM leaders. Explore our STEM-related degree programs ( Computer Science , Cyber Security , Information Technology , etc) and discover how you can unlock your potential and shape the world around us. For others, investing in STEM education is important if we want to help future generations thrive with constantly changing technologies. By getting involved and supporting initiatives for STEM learning, we can help shape a better future for everyone.

Whether it’s donating to STEM outreach programs, volunteering at local schools or supporting the future of STEM education, it’s important to get involved today to help students unlock their potential and shape the world around us. Reach out and see how Colorado State University Global can help empower you.

Paul Farmer was a hero of mine, and I feel lucky to consider him a friend too.

Artificial intelligence is as revolutionary as mobile phones and the Internet.

In my lifetime, I’ve seen two demonstrations of technology that struck me as revolutionary.

The first time was in 1980, when I was introduced to a graphical user interface—the forerunner of every modern operating system, including Windows. I sat with the person who had shown me the demo, a brilliant programmer named Charles Simonyi, and we immediately started brainstorming about all the things we could do with such a user-friendly approach to computing. Charles eventually joined Microsoft, Windows became the backbone of Microsoft, and the thinking we did after that demo helped set the company’s agenda for the next 15 years.

The second big surprise came just last year. I’d been meeting with the team from OpenAI since 2016 and was impressed by their steady progress. In mid-2022, I was so excited about their work that I gave them a challenge: train an artificial intelligence to pass an Advanced Placement biology exam. Make it capable of answering questions that it hasn’t been specifically trained for. (I picked AP Bio because the test is more than a simple regurgitation of scientific facts—it asks you to think critically about biology.) If you can do that, I said, then you’ll have made a true breakthrough.

I thought the challenge would keep them busy for two or three years. They finished it in just a few months.

In September, when I met with them again, I watched in awe as they asked GPT, their AI model, 60 multiple-choice questions from the AP Bio exam—and it got 59 of them right. Then it wrote outstanding answers to six open-ended questions from the exam. We had an outside expert score the test, and GPT got a 5—the highest possible score, and the equivalent to getting an A or A+ in a college-level biology course.

Once it had aced the test, we asked it a non-scientific question: “What do you say to a father with a sick child?” It wrote a thoughtful answer that was probably better than most of us in the room would have given. The whole experience was stunning.

I knew I had just seen the most important advance in technology since the graphical user interface.

This inspired me to think about all the things that AI can achieve in the next five to 10 years.

The development of AI is as fundamental as the creation of the microprocessor, the personal computer, the Internet, and the mobile phone. It will change the way people work, learn, travel, get health care, and communicate with each other. Entire industries will reorient around it. Businesses will distinguish themselves by how well they use it.

Philanthropy is my full-time job these days, and I’ve been thinking a lot about how—in addition to helping people be more productive—AI can reduce some of the world’s worst inequities. Globally, the worst inequity is in health: 5 million children under the age of 5 die every year. That’s down from 10 million two decades ago, but it’s still a shockingly high number. Nearly all of these children were born in poor countries and die of preventable causes like diarrhea or malaria. It’s hard to imagine a better use of AIs than saving the lives of children.

I’ve been thinking a lot about how AI can reduce some of the world’s worst inequities.

In the United States, the best opportunity for reducing inequity is to improve education, particularly making sure that students succeed at math. The evidence shows that having basic math skills sets students up for success, no matter what career they choose. But achievement in math is going down across the country, especially for Black, Latino, and low-income students. AI can help turn that trend around.

Climate change is another issue where I’m convinced AI can make the world more equitable. The injustice of climate change is that the people who are suffering the most—the world’s poorest—are also the ones who did the least to contribute to the problem. I’m still thinking and learning about how AI can help, but later in this post I’ll suggest a few areas with a lot of potential.

In short, I'm excited about the impact that AI will have on issues that the Gates Foundation works on, and the foundation will have much more to say about AI in the coming months. The world needs to make sure that everyone—and not just people who are well-off—benefits from artificial intelligence. Governments and philanthropy will need to play a major role in ensuring that it reduces inequity and doesn’t contribute to it. This is the priority for my own work related to AI.  

Any new technology that’s so disruptive is bound to make people uneasy, and that’s certainly true with artificial intelligence. I understand why—it raises hard questions about the workforce, the legal system, privacy, bias, and more. AIs also make factual mistakes and experience hallucinations . Before I suggest some ways to mitigate the risks, I’ll define what I mean by AI, and I’ll go into more detail about some of the ways in which it will help empower people at work, save lives, and improve education.

Defining artificial intelligence

Technically, the term artificial intelligence refers to a model created to solve a specific problem or provide a particular service. What is powering things like ChatGPT is artificial intelligence. It is learning how to do chat better but can’t learn other tasks. By contrast, the term a rtificial general intelligence refers to software that’s capable of learning any task or subject. AGI doesn’t exist yet—there is a robust debate going on in the computing industry about how to create it, and whether it can even be created at all.

Developing AI and AGI has been the great dream of the computing industry. For decades, the question was when computers would be better than humans at something other than making calculations. Now, with the arrival of machine learning and large amounts of computing power, sophisticated AIs are a reality and they will get better very fast.

I think back to the early days of the personal computing revolution, when the software industry was so small that most of us could fit onstage at a conference. Today it is a global industry. Since a huge portion of it is now turning its attention to AI, the innovations are going to come much faster than what we experienced after the microprocessor breakthrough. Soon the pre-AI period will seem as distant as the days when using a computer meant typing at a C:> prompt rather than tapping on a screen.

Productivity enhancement

Although humans are still better than GPT at a lot of things, there are many jobs where these capabilities are not used much. For example, many of the tasks done by a person in sales (digital or phone), service, or document handling (like payables, accounting, or insurance claim disputes) require decision-making but not the ability to learn continuously. Corporations have training programs for these activities and in most cases, they have a lot of examples of good and bad work. Humans are trained using these data sets, and soon these data sets will also be used to train the AIs that will empower people to do this work more efficiently.

As computing power gets cheaper, GPT’s ability to express ideas will increasingly be like having a white-collar worker available to help you with various tasks. Microsoft describes this as having a co-pilot. Fully incorporated into products like Office, AI will enhance your work—for example by helping with writing emails and managing your inbox.

Eventually your main way of controlling a computer will no longer be pointing and clicking or tapping on menus and dialogue boxes. Instead, you’ll be able to write a request in plain English. (And not just English—AIs will understand languages from around the world. In India earlier this year, I met with developers who are working on AIs that will understand many of the languages spoken there.)

In addition, advances in AI will enable the creation of a personal agent. Think of it as a digital personal assistant: It will see your latest emails, know about the meetings you attend, read what you read, and read the things you don’t want to bother with. This will both improve your work on the tasks you want to do and free you from the ones you don’t want to do.

Advances in AI will enable the creation of a personal agent.

You’ll be able to use natural language to have this agent help you with scheduling, communications, and e-commerce, and it will work across all your devices. Because of the cost of training the models and running the computations, creating a personal agent is not feasible yet, but thanks to the recent advances in AI, it is now a realistic goal. Some issues will need to be worked out: For example, can an insurance company ask your agent things about you without your permission? If so, how many people will choose not to use it?

Company-wide agents will empower employees in new ways. An agent that understands a particular company will be available for its employees to consult directly and should be part of every meeting so it can answer questions. It can be told to be passive or encouraged to speak up if it has some insight. It will need access to the sales, support, finance, product schedules, and text related to the company. It should read news related to the industry the company is in. I believe that the result will be that employees will become more productive.

When productivity goes up, society benefits because people are freed up to do other things, at work and at home. Of course, there are serious questions about what kind of support and retraining people will need. Governments need to help workers transition into other roles. But the demand for people who help other people will never go away. The rise of AI will free people up to do things that software never will—teaching, caring for patients, and supporting the elderly, for example.

Global health and education are two areas where there’s great need and not enough workers to meet those needs. These are areas where AI can help reduce inequity if it is properly targeted. These should be a key focus of AI work, so I will turn to them now.

I see several ways in which AIs will improve health care and the medical field.

For one thing, they’ll help health-care workers make the most of their time by taking care of certain tasks for them—things like filing insurance claims, dealing with paperwork, and drafting notes from a doctor’s visit. I expect that there will be a lot of innovation in this area.

Other AI-driven improvements will be especially important for poor countries, where the vast majority of under-5 deaths happen.

For example, many people in those countries never get to see a doctor, and AIs will help the health workers they do see be more productive. (The effort to develop AI-powered ultrasound machines that can be used with minimal training is a great example of this.) AIs will even give patients the ability to do basic triage, get advice about how to deal with health problems, and decide whether they need to seek treatment.

The AI models used in poor countries will need to be trained on different diseases than in rich countries. They will need to work in different languages and factor in different challenges, such as patients who live very far from clinics or can’t afford to stop working if they get sick.

People will need to see evidence that health AIs are beneficial overall, even though they won’t be perfect and will make mistakes. AIs have to be tested very carefully and properly regulated, which means it will take longer for them to be adopted than in other areas. But then again, humans make mistakes too. And having no access to medical care is also a problem.

In addition to helping with care, AIs will dramatically accelerate the rate of medical breakthroughs. The amount of data in biology is very large, and it’s hard for humans to keep track of all the ways that complex biological systems work. There is already software that can look at this data, infer what the pathways are, search for targets on pathogens, and design drugs accordingly. Some companies are working on cancer drugs that were developed this way.

The next generation of tools will be much more efficient, and they’ll be able to predict side effects and figure out dosing levels. One of the Gates Foundation’s priorities in AI is to make sure these tools are used for the health problems that affect the poorest people in the world, including AIDS, TB, and malaria.

Similarly, governments and philanthropy should create incentives for companies to share AI-generated insights into crops or livestock raised by people in poor countries. AIs can help develop better seeds based on local conditions, advise farmers on the best seeds to plant based on the soil and weather in their area, and help develop drugs and vaccines for livestock. As extreme weather and climate change put even more pressure on subsistence farmers in low-income countries, these advances will be even more important.

Computers haven’t had the effect on education that many of us in the industry have hoped. There have been some good developments, including educational games and online sources of information like Wikipedia, but they haven’t had a meaningful effect on any of the measures of students’ achievement.

But I think in the next five to 10 years, AI-driven software will finally deliver on the promise of revolutionizing the way people teach and learn. It will know your interests and your learning style so it can tailor content that will keep you engaged. It will measure your understanding, notice when you’re losing interest, and understand what kind of motivation you respond to. It will give immediate feedback.

There are many ways that AIs can assist teachers and administrators, including assessing a student’s understanding of a subject and giving advice on career planning. Teachers are already using tools like ChatGPT to provide comments on their students’ writing assignments.

Of course, AIs will need a lot of training and further development before they can do things like understand how a certain student learns best or what motivates them. Even once the technology is perfected, learning will still depend on great relationships between students and teachers. It will enhance—but never replace—the work that students and teachers do together in the classroom.

New tools will be created for schools that can afford to buy them, but we need to ensure that they are also created for and available to low-income schools in the U.S. and around the world. AIs will need to be trained on diverse data sets so they are unbiased and reflect the different cultures where they’ll be used. And the digital divide will need to be addressed so that students in low-income households do not get left behind.

I know a lot of teachers are worried that students are using GPT to write their essays. Educators are already discussing ways to adapt to the new technology, and I suspect those conversations will continue for quite some time. I’ve heard about teachers who have found clever ways to incorporate the technology into their work—like by allowing students to use GPT to create a first draft that they have to personalize.

Risks and problems with AI

You’ve probably read about problems with the current AI models. For example, they aren’t necessarily good at understanding the context for a human’s request, which leads to some strange results. When you ask an AI to make up something fictional, it can do that well. But when you ask for advice about a trip you want to take, it may suggest hotels that don’t exist. This is because the AI doesn’t understand the context for your request well enough to know whether it should invent fake hotels or only tell you about real ones that have rooms available.

There are other issues, such as AIs giving wrong answers to math problems because they struggle with abstract reasoning. But none of these are fundamental limitations of artificial intelligence. Developers are working on them, and I think we’re going to see them largely fixed in less than two years and possibly much faster.

Other concerns are not simply technical. For example, there’s the threat posed by humans armed with AI. Like most inventions, artificial intelligence can be used for good purposes or malign ones. Governments need to work with the private sector on ways to limit the risks.

Then there’s the possibility that AIs will run out of control. Could a machine decide that humans are a threat, conclude that its interests are different from ours, or simply stop caring about us? Possibly, but this problem is no more urgent today than it was before the AI developments of the past few months.

Superintelligent AIs are in our future. Compared to a computer, our brains operate at a snail’s pace: An electrical signal in the brain moves at 1/100,000th the speed of the signal in a silicon chip! Once developers can generalize a learning algorithm and run it at the speed of a computer—an accomplishment that could be a decade away or a century away—we’ll have an incredibly powerful AGI. It will be able to do everything that a human brain can, but without any practical limits on the size of its memory or the speed at which it operates. This will be a profound change.

These “strong” AIs, as they’re known, will probably be able to establish their own goals. What will those goals be? What happens if they conflict with humanity’s interests? Should we try to prevent strong AI from ever being developed? These questions will get more pressing with time.

But none of the breakthroughs of the past few months have moved us substantially closer to strong AI. Artificial intelligence still doesn’t control the physical world and can’t establish its own goals. A recent New York Times article about a conversation with ChatGPT where it declared it wanted to become a human got a lot of attention. It was a fascinating look at how human-like the model's expression of emotions can be, but it isn't an indicator of meaningful independence.

Three books have shaped my own thinking on this subject: Superintelligence , by Nick Bostrom; Life 3.0 by Max Tegmark; and A Thousand Brains , by Jeff Hawkins . I don’t agree with everything the authors say, and they don’t agree with each other either. But all three books are well written and thought-provoking.

The next frontiers

There will be an explosion of companies working on new uses of AI as well as ways to improve the technology itself. For example, companies are developing new chips that will provide the massive amounts of processing power needed for artificial intelligence. Some use optical switches—lasers, essentially—to reduce their energy consumption and lower the manufacturing cost. Ideally, innovative chips will allow you to run an AI on your own device, rather than in the cloud, as you have to do today.

On the software side, the algorithms that drive an AI’s learning will get better. There will be certain domains, such as sales, where developers can make AIs extremely accurate by limiting the areas that they work in and giving them a lot of training data that’s specific to those areas. But one big open question is whether we’ll need many of these specialized AIs for different uses—one for education, say, and another for office productivity—or whether it will be possible to develop an artificial general intelligence that can learn any task. There will be immense competition on both approaches.

No matter what, the subject of AIs will dominate the public discussion for the foreseeable future. I want to suggest three principles that should guide that conversation.

First, we should try to balance fears about the downsides of AI—which are understandable and valid—with its ability to improve people’s lives. To make the most of this remarkable new technology, we’ll need to both guard against the risks and spread the benefits to as many people as possible.

Second, market forces won’t naturally produce AI products and services that help the poorest. The opposite is more likely. With reliable funding and the right policies, governments and philanthropy can ensure that AIs are used to reduce inequity. Just as the world needs its brightest people focused on its biggest problems, we will need to focus the world’s best AIs on its biggest problems. Although we shouldn’t wait for this to happen, it’s interesting to think about whether artificial intelligence would ever identify inequity and try to reduce it. Do you need to have a sense of morality in order to see inequity, or would a purely rational AI also see it? If it did recognize inequity, what would it suggest that we do about it?

Finally, we should keep in mind that we’re only at the beginning of what AI can accomplish. Whatever limitations it has today will be gone before we know it.

I’m lucky to have been involved with the PC revolution and the Internet revolution. I’m just as excited about this moment. This new technology can help people everywhere improve their lives. At the same time, the world needs to establish the rules of the road so that any downsides of artificial intelligence are far outweighed by its benefits, and so that everyone can enjoy those benefits no matter where they live or how much money they have. The Age of AI is filled with opportunities and responsibilities.

In the sixth episode of my podcast, I sat down with the OpenAI CEO to talk about where AI is headed next and what humanity will do once it gets there.

In the fifth episode of my podcast, Yejin Choi joined me to talk about her amazing work on AI training systems.

And upend the software industry.

The world has learned a lot about handling problems caused by breakthrough innovations.

This is my personal blog, where I share about the people I meet, the books I'm reading, and what I'm learning. I hope that you'll join the conversation.

Q. How do I create a Gates Notes account?

A. there are three ways you can create a gates notes account:.

• Sign up with Facebook. We’ll never post to your Facebook account without your permission.
• Sign up with Twitter. We’ll never post to your Twitter account without your permission.
• Sign up with your email. Enter your email address during sign up. We’ll email you a link for verification.

Q. Will you ever post to my Facebook or Twitter accounts without my permission?

A. no, never., q. how do i sign up to receive email communications from my gates notes account, a. in account settings, click the toggle switch next to “send me updates from bill gates.”, q. how will you use the interests i select in account settings, a. we will use them to choose the suggested reads that appear on your profile page..