Educational Innovation amidst Globalization: Higher Education Institutions and Societal Integration

Zainab Rasheed

doi:10.61927/igmin131

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Engineering Group Literature Review 記事ID: igmin131

Educational Innovation amidst Globalization: Higher Education Institutions and Societal Integration

Educational Technology Technology and Society

Zainab Rasheed ^*

Affiliation

Department of Innovation and Technology, Zennova Technologies, UAE

DOI10.61927/igmin131 全文HTML 全文PDF この記事を引用する

要約

The contemporary landscape of higher education resonates with the dynamic interplay of globalization’s monumental forces, cultural diversity, and transformative educational paradigms. This scholarly inquiry navigates the complex terrain of higher education institutions (HEIs) within the context of the United Arab Emirates (UAE), unraveling the intricate tapestry of educational challenges amidst globalization’s pervasive influence. The research embarks on an odyssey through a holistic examination of HEIs’ responses to global forces, aiming to decipher the transformative journey and its implications for societal transformation. Globalization, a multifaceted phenomenon, has revolutionized higher education, driving a shift from traditional to diversified pedagogical models. However, this transformative journey presents a myriad of challenges and opportunities for HEIs. The study underscores the pivotal role of internationalization and cultural inclusivity in reshaping the educational landscape. Challenges faced by HEIs in adapting to globalized learning environments, reluctance to embrace cultural diversity, and limitations in fostering cross-cultural competencies among students emerge as focal points. This research contributes a novel perspective by delineating the barriers hindering the internationalization of educational settings, offering insights into strategies for fostering inclusive learning environments. Emphasizing the significance of embracing cultural diversity, the study recommends recalibrating institutional policies and practices. These findings resonate beyond academic discourse, influencing practical implications for real-world educational settings. In conclusion, this research emphasizes the imperative for HEIs to adapt and innovate in response to globalization, fostering inclusive learning environments to equip students with the requisite skills for navigating a diverse, interconnected world. Leveraging these insights, institutions can contribute to societal transformation and the holistic development of students, shaping a future aligned with global competencies and enriched cultural understanding.

参考文献

Belmar G, Glass M. Virtual communities as breathing spaces for minority languages: Re-framing minority language use in social media. Adeptus. 2019; (14).
Heinonen K, Strandvik T. Reframing service innovation: COVID-19 as a catalyst for imposed service innovation. Journal of Service Management. 2020.
Rege Colet NM. From content-centred to learning-centred approaches: shifting educational paradigm in higher education. Journal of Educational Administration and History. 2017; 49(1): 72-86.
Altbach PG. The complex roles of universities in the period of globalization. 2008.
Comission E. European Education Area Quality education and training for all. [online] European Comission. 2022: https://ec.europa.eu/education/policy/higher-education/quality-relevance_en
Schumann CA, Xiao F, Reuther K, Tittmann C. Transnational education networks of excellence based on quality, accreditation, and recognition management: A holistic approach. In Major challenges facing higher education in the Arab world: Quality assurance and relevance. Springer, Cham. 2019; 69-96.
Mukhopadhyay M. Total quality management in education. SAGE Publications Pvt. Limited. 2020.
King R, Raghuram P. International student migration: Mapping the field and new research agendas. Population, space and place. 2013; 19(2): 127-137.
Goodman BA. Text, talk, and stance: Nigerian and Ukrainian student presentations in English-medium classes at a Ukrainian university. Linguistics and Education. 2019; 53: 100757.
Franklin A, Alzouebi K. Sustainability of International Branch Campuses in the United Arab Emirates A Vision for the Future. The Journal of General Education. 2014; 63(2-3): 121-137.
Baas M. The education‐migration industry: International students, migration policy and the question of skills. International Migration. 2019; 57(3): 222-234.
Crisp G, Oliver B. Re-imagining graduate achievement and employability. In Education for Employability. Brill. 2019; 1: 73-82.
Groff J. Technology-rich innovative learning environments. OCED CERI Innovative Learning Environment project. 2013; 1-30.
Lian Z, Wallace BC, Fullilove RE. Mental health help-seeking intentions among Chinese international students in the US higher education system: The role of coping self-efficacy, social support, and stigma for seeking psychological help. Asian American Journal of Psychology. 2020; 11(3): 147.
Davidson R, Liu Y. Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks. Language, Culture and Curriculum. 2020; 33(1): 32-49.
Rob M, Rob F. Dilemma between constructivism and constructionism: Leading to the development of a teaching-learning framework for student engagement and learning. Journal of International Education in Business. 2018; 11(2): 273-290.
Lau KH, Lam TK, Kam BH, Nkhoma M, Richardson J. Benchmarking higher education programs through alignment analysis based on the revised Bloom’s taxonomy. Benchmarking: An International Journal. 2018.
Rieckmann M. Learning to transform the world: Key competencies in Education for Sustainable Development. Issues and trends in education for sustainable development. 2018; 39: 39-59.
Lauder H, Brown P, Dillabough JA, Halsey AH. Introduction: The prospects for education: Individualization, globalization and social change. 2006.
Ali E. Globalization and education. 2018.
Wilkins S, Huisman J. Student recruitment at international branch campuses: Can they compete in the global market? Journal of Studies in International Education. 2011; 15(3), 299-316.

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[1] Belmar G, Glass M. Virtual communities as breathing spaces for minority languages: Re-framing minority language use in social media. Adeptus. 2019; (14).

[2] Heinonen K, Strandvik T. Reframing service innovation: COVID-19 as a catalyst for imposed service innovation. Journal of Service Management. 2020.

[3] Rege Colet NM. From content-centred to learning-centred approaches: shifting educational paradigm in higher education. Journal of Educational Administration and History. 2017; 49(1): 72-86.

[4] Altbach PG. The complex roles of universities in the period of globalization. 2008.

[5] Comission E. European Education Area Quality education and training for all. [online] European Comission. 2022: https://ec.europa.eu/education/policy/higher-education/quality-relevance_en

[6] Schumann CA, Xiao F, Reuther K, Tittmann C. Transnational education networks of excellence based on quality, accreditation, and recognition management: A holistic approach. In Major challenges facing higher education in the Arab world: Quality assurance and relevance. Springer, Cham. 2019; 69-96.

[7] Mukhopadhyay M. Total quality management in education. SAGE Publications Pvt. Limited. 2020.

[8] King R, Raghuram P. International student migration: Mapping the field and new research agendas. Population, space and place. 2013; 19(2): 127-137.

[9] Goodman BA. Text, talk, and stance: Nigerian and Ukrainian student presentations in English-medium classes at a Ukrainian university. Linguistics and Education. 2019; 53: 100757.

[10] Franklin A, Alzouebi K. Sustainability of International Branch Campuses in the United Arab Emirates A Vision for the Future. The Journal of General Education. 2014; 63(2-3): 121-137.

[11] Baas M. The education‐migration industry: International students, migration policy and the question of skills. International Migration. 2019; 57(3): 222-234.

[12] Crisp G, Oliver B. Re-imagining graduate achievement and employability. In Education for Employability. Brill. 2019; 1: 73-82.

[13] Groff J. Technology-rich innovative learning environments. OCED CERI Innovative Learning Environment project. 2013; 1-30.

[14] Lian Z, Wallace BC, Fullilove RE. Mental health help-seeking intentions among Chinese international students in the US higher education system: The role of coping self-efficacy, social support, and stigma for seeking psychological help. Asian American Journal of Psychology. 2020; 11(3): 147.

[15] Davidson R, Liu Y. Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks. Language, Culture and Curriculum. 2020; 33(1): 32-49.

[16] Rob M, Rob F. Dilemma between constructivism and constructionism: Leading to the development of a teaching-learning framework for student engagement and learning. Journal of International Education in Business. 2018; 11(2): 273-290.

[17] Lau KH, Lam TK, Kam BH, Nkhoma M, Richardson J. Benchmarking higher education programs through alignment analysis based on the revised Bloom’s taxonomy. Benchmarking: An International Journal. 2018.

[18] Rieckmann M. Learning to transform the world: Key competencies in Education for Sustainable Development. Issues and trends in education for sustainable development. 2018; 39: 39-59.

[19] Lauder H, Brown P, Dillabough JA, Halsey AH. Introduction: The prospects for education: Individualization, globalization and social change. 2006.

[20] Ali E. Globalization and education. 2018.

[21] Wilkins S, Huisman J. Student recruitment at international branch campuses: Can they compete in the global market? Journal of Studies in International Education. 2011; 15(3), 299-316.

Educational Innovation amidst Globalization: Higher Education Institutions and Societal Integration

Affiliation

要約