Integration of Global Education in University Studies – International Experience

Author(s):

Odeta Merfeldaite(submitting)Daiva Penkauskienė(presenting)Jolanta Pivoriene(presenting)Valdone Indrasiene Asta Railiene Violeta Jegeleviciene

Conference:

ECER 2015

Network:

30. Environmental and Sustainability Education Research (ESER)

Format:

Paper

Session Information

30 SES 02 A, ESE in Higher Education

Paper Session

Time:

2015-09-08

15:15-16:45

Room:

X. Előadó [C]

Chair:

Matthias Barth

Contribution

According to UNESCO, Global education aims to support people to develop attitudes, skills, perspectives and knowledge, to make informed decisions, act upon them for the benefit of themselves and others, now and in the future. Global education allows acquiring knowledge, skills, attitudes, values necessary to shape sustainable future. It promotes efforts to rethink educational programmes and systems (both methods and contents) that currently support unsustainable societies. Global education affects all components of education: legislation, policy, finance, curriculum, instruction, learning, assessment, etc.

Global education is a complex educational conception, which includes disciplines and topics like education about human rights, sustainable development, peace and conflict resolution, multicultural education, citizenship, etc. (UNESCO, Global Citizenship Education – Preparing Learners for the Challenges of the Twenty – first Century, 2014). Importance of global education in formal and informal education is stated in international (for ex. The European Consensus on Development) as well as national (Nacionalinė darnaus vystymosi strategija 2003, 2011; Vystomojo švietimo plėtros gairės, 2011, Nacionalinė darnaus vystymosi švietimo 2007–2015 m. programa; Rekomendacijos nacionalinei vystomojo švietimo koncepcijai 2012 ir kt.) documents.

OECD report emphasises that role of higher education is essential in developing and implementing global education philosophy and conception. Various declarations (Graz, 2003; Sapporo, 2008; Torino, 2009) state that higher education institutions should actively participate in promoting and implementing global education. Importance of sustainable development and global education is also emphasised in Horizon 2020 priority “Societal challenges” topic “Inclusive and reflective societies” (http://ec.europa.eu/programmes/horizon2020/sites/horizon2020/files/External%20advice%20and%20societal%20engagement-SC6-2016-2017.pdf). However, there is still a lack of systemic scientific analysis about implementation of global education at university level studies in EU countries.

Scientific research investigate various aspects of education: global education in educational policy (Hicks, 2005; Osler, 1994; Robertson, 2012; Ball, 2012); role of higher education in sustainable development (Cortese 2003; Shaheen 2011; Sharp, Scott, Tilbury 2010), interdisciplinary approach toward sustainability in higher education (Calder, Clugston, 2003; Tilbury 2011); global education in the context of quality of life (Galang 2010); development of competences for sustainability (Lozano 2007; Salame 2011; Lozano 2007; Cotton, Winter 2010; Sterling 2010; Moore 2005; Ferreira, Tilbury 2011); global education in education of pedagogues (Belgeonne, (2009); etc. Lithuanian scientists (Leichteris, Stumbrytė 2008; Bulajeva 2013; Duobienė, 2010; Lapėnienė, Lapėnas, 2013; Augutienė, Baltrėnienė 2014) also recently have done several researches in the field of higher education, sustainability and globalization; however, there is lack of investigations on nation and international levels about integration of global education at university level programmes. Therefore, it is relevant to discuss the problem as globalization and sustainability become issue influencing everyday activities of people and systems. The presentation is based on one part of comparative international research about global education at universities in relation of studies and research.

The aim of the presentation is to discuss assumptions, needs and opportunities of implementation of global education at university level studies. Objectives: to analyse at national and international levels legal and other documents, research connected with global education; to investigate Lithuanian and foreign lectures’ experience in implementing global education in taught subjects.

The object is global education at university level studies.

Research questions are: how global education is expressed at university level studies? What are attitudes of lectures toward implementation of global education at universities?

Method

In order to meet the first objective the meta analysis on national and international levels of legal and other documents, research connected with global education was done. Analyzing researches results and conclusions new assumptions about possibilities of global education integration to university studies were formulated. An analytical carcass method, consisting from familiarization, identifying a thematic framework, indexing, charting, mapping and interpretation was used. Familiarization refers to the process during which the researchers familiarized with the transcripts of the data collected and gains an overview of the collected data (Ritchie, Spencer, 1994; 2002). This method allowed to sample and analyze data systematically. The thematic carcass was formed according to various aspects of the conception of global education. In order to meet the second objective qualitative research using interview as data collecting technique was done. Research is based on social construction paradigm which emphasises uniqueness of research participants, meaning that interviewed universities’ lectures are perceived not only as integral part of higher education in implementing global education, but as promoters who have unique values, needs and experience. According to social construction approach lectures can change and create new social reality by following their understanding about integration of global education in taught subjects. Lectures’ education, culture, worldview influences construction of their new realities. Purposeful sample was used. 15 lectures that work at universities, teach and do research were selected. Phenomenology strategy of qualitative data analysis was used. Interviews were analyzed and presented as illustrations of essential meanings of phenomenon under study. Phenomenological approach allowed to understand subjective experience of lectures and to develop a holistic picture of integration of global education to taught subjects. The main principles of research ethic such as confidentiality, free will of participation, not biased approach were kept in mind. Validity (credibility) of qualitative research data could be proved by research participants; therefore research report is discussed with them. Conclusions of research would help for readers to prepare better for integration of global education to taught subjects, thus ensuring transferability of the research.

Expected Outcomes

Preliminary data analysis allows making these assumptions: - National and international documents declare need of changes in educational systems, however, lack of global education programs at higher education institutions is a challenge for such changes; - Global education principles are stated in documents which regalement higher education, but are not found in strategic documents of universities; - Some aspects of global education are found at university level programmes, but there is no systematic approach toward global education integration into studies; - Ecological, economic and social aspects of sustainable development are not found at university study programs; - Lack of international cooperation is an obstacle for developing joint study programs with the focus of global education; - Interviewed lectures know ideas of global education but don’t see their importance; - There is lack of study literature for global education; - There is lack of competent teachers, professionals who could inform society about global education.

References

Augutienė, I., Baltrėnienė, Z. (2014). Globalus švietimas Lietuvoje: Iššūkiai ir galimybės 2014, Kaunas Ball, S. J. (2012). Global Education Inc.: New Policy Networks and the Neoliberal Imaginary. NY: Routledge. Belgeonne, C. (2009) Teaching the Global Dimension: A Handbook for Teacher Education, Manchester, Development Education Project Manchester/Manchester Metropolitan University. Bourn D. (2008) Development Education: Towards a re-conceptualisation, International Journal of Development Education and Global Learning, vol.1, 5,p.5-22. Bulajeva, T. (2013). Tarptautiškumo politikos iššūkiai Lietuvos aukštajam mokslui: konkurencija vs bendradarbiavimas // Acta paedagogica Vilnensia. 2013, t. 30. Vilnius Calder, W., & Clugston, R. M. (2003). International Efforts to Promote Higher Education for Sustainable Development. Planning for Higher Education, 31, 30-44. Cortese, A. D. (2003). The critical role of higher education in creating a sustainable future. Planning for higher education, 31(3), 15-22. Davies, J. (2015) An Analysis of the Sustainability of Different Methods of Delivering Higher Education. Integrative Approaches to Sustainable Development at University Level. Making the Links, pp. 67-79 Duoblienė, L. (2010). Švietimo politika ir globalizacija: nacionaliniai ir supranacionaliniai ypatumai// Acta Paedagogica Vilnensia 2010 t. 25. Vilnius Hicks, D. (2005) Global Education what does it mean? In Kent, A and Morgan, A.(eds) The challenge of the Global Dimension in Education. Institute of Education. London. Moore, J. (2005). Barriers and pathways to creating sustainability education programs: Policy, rhetoric and reality. Environmental Education and Research, 11(5), 537 555. Ritchie, J. & Spencer, L. (1994). ‘Qualitative data analysis for applied policy research‘, in A.Bryman and R.Burgess (eds), Analyzing Quali tative Date, London: Routledge, pp. 173-194. Ritchie, J. & Spencer, L. (2002) Qualitative data analysis for applied policy research. In M.Huberman & M.B. Miles (Eds), The qualitative researcher’s companion, London, UK: Sage. pp. 305-329. Ryan, A., Tilbury, D., Corcoran, PB., Abe, O. and Nomura, K. (2010). Sustainability in higher education in the Asia-Pacific: developments, challenges and prospects. International Journal of Sustainability in Higher Education. Vol. 11 No 3, pp. 106-119. Robertson, S. (2012). Researching global education policy: Angles in/on/out…. In A. Verger, M. Sharp, L., Scott, G and Tilbury, D. (2010). Executive Leadership Programme for Sustainability in Higher Education: The Sustainable Futures Academy Salzburg: Global Salzburg Academy Šliburytė, L., Masteikienė, R. (2012).Globalizacijos raiška europos pereinamosios ekonomikos šalių verslo aplinkai: ypatumai ir poveikio veiksniai// Economics and management: 2012, No 17 (4) Tilbury, D (2011) ‘Education for Sustainable Development: An Expert Review of Processes and Learning’ Paris: UNESCO. Available in Spanish, French and English.

Author Information

Odeta Merfeldaite (submitting)

Mykolas Romeris University

Vilnius

Daiva Penkauskienė (presenting)

Mykolas Romeris university

Social technologies

Vilnius

Jolanta Pivoriene (presenting)

Mykolas Romeris University, Lithuania

Valdone Indrasiene

Mykolas Romeris University, Lithuania

Asta Railiene

Mykolas Romeris University, Lithuania

Violeta Jegeleviciene

Mykolas Romeris University, Lithuania

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