Introduction
The aim of the convection includes applying and evaluating many scholarly journals to international education. As mentioned in Part one of the Workshop Project, the requirements represent the need for lesson planning tools, notably for instructors, educators, community members, and children. The pupils will be given a quick grasp of global education through presentation approaches. The lesson planning tool will include a planning board, a core planner, and a plan book. The paper describes how themes and issues related to the new educational approach are integrated into the curriculum; it also proposes various methods that could be used to initialize global education.
A Logical and Comprehensive Design Document that Governs the Project’s Execution
The workshop combines international education opportunities for the next generation of students. The critical target group includes community members, educators, and school leaders been educated on a broader perspective on global education and its methodologies. Knowledge about international education will enlighten the targeted audiences, allowing them to obtain a deeper understanding of the significance of transnational education (Bentall, 2017). The project is based on qualitative research conducted through reviewing and analyzing public records, audio, and video recordings of faculty members, and discussions held at national debate workshops. It identifies the relevant content of GDE within economics faculties and the most appropriate forms for its deployment into the educational process through the study of individual dialogues.
The Objective of the Workshop
The workshop might last up to 9 hours and take place on a single day. The workshop’s role is to give a quick overview of how to help students gain a better and clear understanding of the globalized world goals, such as sustainability, conflict avoidance, and implementing education specifically for peace reasons (Jenkins, 2021). Furthermore, the event emphasizes the importance of worldwide education and environmental leadership. According to the workshop, the project comprises details about the institution that serves as a dais in education. In connection to this particular workshop, it should be said that it will give learners a superior grasp of education that must be conducted internationally and determine the function of teachers in developing the skills of students and educators. Moreover, it entails the substandard method used to implement the new curriculum.
Global Education
Global education responds to globalization, accompanied by paradoxical, qualitative shifts. It is regarded as one of the tools for gaining comprehensive knowledge on development challenges and the interconnection of local and global issues and a critical component in creating a knowledge society. Development education, multicultural education, and environmental education are examples of transnational education (Jenkins, 2021). This teaching style is an attempt to impart the full scope of human responsibility, not just for the continuation of life but also for the survival of humanity. Many schools are increasingly incorporating this innovative approach into the educational process and curriculum, in line with the Council of the European Union’s call for high-quality curriculum and educational practices with an international perspective.
Implementation of Education Development Globally
This workshop addressed identical issues as the previous one but included participants not only from FEM SUA but also from several other economics universities. Participants in the first half of the conference delivered papers on the content, forms, and techniques of implementing global development education (GDE) in economics faculties. A group discussion took place throughout the workshop’s second half. Based on this conversation, paper presentations, and data from practice with (GDE) at these economic faculties, numerous conclusions can be drawn, as detailed below. Participants at the national workshop acknowledged that GDE has not yet been systematically integrated into the instructional process at economics faculties (Bentall, 2017). However, most of them believe that courses offered at economic faculties include references to themes of interest to GDE. Members of the Department of Social Sciences at SUA, who are also members of the research team on the study mentioned earlier project, specifically noted the incorporation of GDE-related concerns into the subjects taught through this department.
Despite this, attendees at the national workshop questioned whether students in economics understand the world’s economic, political, and cultural interconnections. This component affects the operation of financial and other societal institutions in various ways. Several participants openly expressed doubts that graduates of economics faculties can adequately perceive global problems in practice, realize the impact of these problems on the lives of those around them, or be prepared to cope with the many social and civilizational changes that arise as a result of globalization (Bentall, 2020). They observed that students are aware of the interconnectivity of global problems, but only to a limited extent. It was critical to transform the mindset of present economics students and teach them to think globally.
During their studies, modern students have the opportunity to gain the most up-to-date knowledge in the fields of economics, management, marketing, and other professional areas. However, less attention is dedicated to preparing future economists for life and work globally. To play an active role in the global economy, graduates will need more than their professional knowledge to not face many problems and impediments in the worldwide market. Finally, global education should help students acquire international talents and reinforce critical thinking, communication, tolerance, and problem-solving abilities. GDE issues are most commonly incorporated at the intersection of global problems in education or through the accentuation of international dimensions in several subjects already part of the current study programs (Jenkins, 2021).
Various suggestions were presented in the discussion about the most appropriate method for introducing GDE into economics faculties’ educational process. Lectures from specialists from multiple foundations and groups dealing with global and development concerns and other educational events were suggested by participants as potentially beneficial. Some participants claimed that students should be exposed to the real-life experiences of these organizations to foster an interest in the issues that affect people worldwide. One disadvantage of such collaboration is that members of these groups usually like to focus on their particular issues, which means that the substance of lectures and conversations must be discussed in advance and customized for audiences from a specific program of study.
Participants agreed, however, that collaboration between faculties and these groups is permissible and advantageous in all cases. Overall, participants agreed that any method chosen to incorporate GDE into the educational process at economics universities should be accompanied by education, such as training, seminars, and workshops offered by professionals from such organizations and associations (Le Bourdon, 2021). Global education or global development education already has a position at many international faculties. Moreover, some students study abroad at these faculties; they have another avenue to educate themselves in this field.
Educators also examined the possibilities of incorporating international students into their courses in global development education as lecturers or participants in debates and workshops. It is also an excellent method for pupils to learn about life in different parts of the world. For instance, international students from undeveloped nations can contribute relevant information and practical experiences relating to the locations from which they come to other students in the faculty. It might also encourage students in economics faculties to participate in voluntary work. Another way to incorporate GDE into economics colleges’ teaching process was by creating a distinct subject – global development education, or global education (Jenkins, 2021). Participants in the workshop agreed that it would be an interdisciplinary subject. Its instruction should be supplied by a variety of professionals, not only from the many departments of the economics faculties but also from other faculties at the university and volunteer foundations and non-governmental organizations.
At the same time, various issues that could be linked to introducing GDE as a separate subject were emphasized, such as the enlistment of appropriate departments and the subject’s guarantee. The employment of socio-educational methods, strategies, and didactic ICT tools in this new educational approach is dependent on the teacher’s soundness and originality. Project teaching, cooperative learning, didactic games, situational and interactive methods, case studies, heuristics, research methods, fieldwork, trips, and participation in events and activities, for example, could all be regarded as appropriate.
Discussion approaches, simulation games, role-playing, critical readings of texts, and integrative methods that allow learners to see situations from multiple perspectives are standard tools used in global education. One of the important reasons workshop participants agreed that if a new subject within the economics faculties is developed, several professionals should teach it. It is appropriate to employ various educational methods, strategies, and didactic resources concerning the specific themes covered in this educational process. Implementing GDE into the educational process at economics faculties necessitates academic lecturers to be open-minded about global issues and new resources employed in GDE.
Academic teachers should be aware of the significance of these concerns, and they should desire to and be able to include global issues in their subject curriculum. Participants at the workshop agreed that this new style of education places new demands on academic teachers, who must effectively reflect the new requirements. Teachers must also interpret issues to understand the relationship between economic events and processes and the difficulties in a specific environment. They can effectively link them to GDE questions and themes (Sharma, 2017). Whether incorporating GDE into existing subjects as a cross-cutting theme, highlighting global dimensions in existing subject articles, or teaching GDE as a separate subject, teachers’ techniques will need to alter to some extent, and additional training will be required. As a result, new needs for preparing the ‘global teacher’ have emerged.
Participants at the workshop agreed that, compared to elementary and secondary schools, colleges lacked the necessary textbooks, methodical handbooks, and other materials for GDE that would give adequate motivation and factual support in the classroom. In this context, the book for teachers Global Development Education for Economists, Case Studies, and the systematic handbook Global Development Education at the Economic Faculties will be published to enhance the project’s final research. These national debate workshop findings will help establish the principal and subordinate objectives.
Participants used the workshop to debate the program’s specified aims and share their thoughts and experiences on GDE and other subjects taught at economics faculties. Colleagues from different economics schools praised the research team’s efforts in preparing and publishing the two publications mentioned above, intended for students and alumni of economics faculties and colleges with an economics focus. The textbook, particularly the systematic handbook, will also be designed for teachers active in GDE at economics faculties. The book will be written to reflect updated GDE material at economics faculties. It will include case studies based on model circumstances relevant to real-world challenges in the new global environment (Sharma, 2017). The systematic guidebook for academic teachers emphasizing economics will outline applying appropriate educational forms, methods, and didactic tools for teaching GDE. To provide quality publications to students and professors at economics faculties, the research team spoke with colleagues from different economics faculties devoted to GDE for a longer time. Similarly, the group enlisted the help of a poetic Foundation member to write sections of the textbook based on specific challenges he has experienced in underdeveloped nations.
Students can acquire high-quality education through global research corresponding to labor market requirements. The KEGA research project “Implementation of Global Development Education into the Education Process at Economics Faculties” is just one of the initiatives that colleges and universities are developing to provide their graduates with a high-quality education that meets labor-market requirements (Sharma, 2017). The new and more current system of global development education at economics faculties is a goal for more than just the team behind this study project. Its implementation at FEM SUA in Nitra and later at other Slovak economics universities will contribute to the internationalization of educational activities and strengthen the professional profile of economics graduates by widening their knowledge and cultural horizons
Students in economics faculties benefit from GDE by gaining a broader understanding of the global economy, allowing them to engage in economic activities and acquire the international skills required to achieve financial goals in a global setting. Furthermore, individuals anticipate that this form of education will be one of the most significant prerequisites for graduates of economics universities to obtain work in international institutions. Adopting a comprehensive GDE system will boost economics faculties’ global status and attractiveness (Sharma, 2017). It is anticipated that the quality will be reflected later, for example, in an increase in qualified labor and the competitiveness of economic organizations in which graduates of economics faculties will work after graduation.
Conclusion
Individual GDE themes and issues that are effectively introduced into the economics faculty curriculum, together with appropriate teaching approaches, will assist students in improving their critical thinking skills. Simultaneously, they will provide students with the drive to become more engaged in global issues, hazards, and threats. Moreover, they are also expected to resolve and eliminate such problems actively. International development education will help students in economics faculties gain the global skills, knowledge, and competencies needed for professional employment in a quickly changing modern society and globalizing economic market. It will also enable students to develop values, attitudes, and skills that will enhance them to work together to bring change. This research anticipates that individuals will join the discussion on internationalization and incite a broader debate about the importance, tasks, content, and implementation methods for Global development education at economics faculties and universities worldwide.
References
Bentall, C. (2017). International journal of development education and global learning. International Journal of Development Education and Global Learning, 8(3), 3-4. Web.
Bentall, C. (2020). Editorial: Challenges and tensions in global learning and global citizenship education. International Journal of Development Education and Global Learning, 12(1). Web.
Jenkins, A. (2021). Ecological global citizenship education: a reframing. International Journal of Development Education and Global Learning, 13(2). Web.
Le Bourdon, M. (2021). Feeling global belonging: Sensorial experiences in global education. International Journal of Development Education and Global Learning, 13(1). Web.
Sharma, N. (2017). The critical global educator: Global citizenship education as sustainable development. Ellis, Maureen. International Journal of Development Education and Global Learning, 8(3), 85-86. Web.