Virtual Study-Abroad Through Web Conferencing: Sharing Knowledge and Building Cultural Appreciation in Nursing Education and Practice

2021 ◽  
pp. 104365962110095
Author(s):  
Tara Spalla King ◽  
Jeanie Bochenek ◽  
Unni Jenssen ◽  
Wendy Bowles ◽  
Dianne Morrison-Beedy
Keyword(s):  
Nursing Education ◽  
Study Abroad ◽  
Learning Experience ◽  
Global Learning ◽  
The Sustainable Development ◽  
Global Citizens ◽  
Innovative Strategies ◽  
Transformative Experiences ◽  
Travel Restrictions ◽  
Development Goals

Background: With a focus on building global citizens, a U.S. and Norwegian academic collaborative partnership fostered clinical learning experiences addressing cultural and health care comparisons. High-impact educational practices integrated into international clinical experiences, combined with virtual global learning classrooms, highlighted the Sustainable Development Goals. Problem: Given nursing education’s requirements, devising innovative strategies expanded global learning in brief but transformative experiences while integrating nontraveling students, especially relevant considering current pandemic-related travel restrictions. Approach: We developed an educational experience pairing U.S. students (17 in person; 64 through web conference) and Norwegian students (50 in person; 3 for web conference) in population health experiences, providing required clinical hours and a shared cultural exchange. Integration of nontraveling students in joint virtual global experiences broadened the global learning opportunity for all. Conclusion: This work offers insight into how faculty used a virtual global learning experience as a synergistic tool with traditional study abroad.

The legitimacy of development nongovernmental organizations as global citizenship education providers in Korea

2018 ◽  
Vol 14 (3) ◽  
pp. 241-259 ◽  
Author(s):  
Jae-Eun Noh
Keyword(s):  
Nongovernmental Organizations ◽  
Citizenship Education ◽  
Sustainable Development Goals ◽  
Global Citizenship ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
Development Goals ◽  
Assimilation Model

In an era of globalization, social demands for fostering global citizenship are increasing. Global citizens are those who have a critical understanding of interconnectedness, share values of responsibility, have respect for differences, and commit themselves to action. Global citizenship education has recently emerged as a prominent issue in Korea, a nation faced with the inflow of immigrants and international pushing for global citizenship education such as the Sustainable Development Goals. Development nongovernmental organizations have taken up the role of delivering global citizenship education. It is necessary to examine how development nongovernmental organizations’ pedagogic legitimacy has been constructed and exercised in the context of Korea. This article critically discusses development nongovernmental organizations’ roles in global citizenship education and suggests some improvements in the areas of ‘effectiveness and expertise, contextualization, and greater attention to human rights and action for social justice’ to be an alternative to the state-led global citizenship education, which is characterized as assimilation model and ‘us and them’ rhetoric.

scholarly journals Infusing the UN Sustainable Development Goals into a global learning initiative

2020 ◽  
Vol 12 (2) ◽  
pp. 92-105
Author(s):  
Sommer Mitchell ◽  
Holly Swayne ◽  
Kara A. Fulton ◽  
Jennifer Jones Lister
Keyword(s):  
Sustainable Development ◽  
Undergraduate Students ◽  
Sustainable Development Goals ◽  
Qualitative Content Analysis ◽  
South Florida ◽  
Global Learning ◽  
Academic Goals ◽  
Global Citizens ◽  
Global Issues ◽  
Development Goals

The Global Citizens Project (GCP) is a university-wide global learning initiative at the University of South Florida, aimed at enhancing undergraduate students’ global competencies through curricular and co-curricular experiences. The GCP uses the United Nations Sustainable Development Goals (SDGs) as a framework for these experiences. Understanding the SDGs allows students to expand their ideas on issues that exist in the world and how we might respond to the challenges. The purpose of this article is to provide a case study showing how the GCP has introduced students from all disciplines and undergraduate degree programmes to the SDGs through interdisciplinary workshops, with the aim of helping them to better understand the SDGs and connect global issues to their academic goals, professional objectives and everyday experiences. To determine whether the aims of the workshops were met, qualitative content analysis is employed to analyse the constructed responses of students who attended them. The results of the study suggest that the SDGs provide a relevant and sufficiently robust framework for guiding undergraduate students in their thinking about global issues as well as their relationship with these issues.

scholarly journals Virtual Capacity Building for International Research Collaborations in Times of COVID-19 and #Flygskam

2021 ◽  
Vol 5 ◽  
Author(s):  
Isabel Richter ◽  
Elizabeth Gabe-Thomas ◽  
Carya Maharja ◽  
Thu Ha Nguyen ◽  
Quyen Van Nguyen ◽  
...  
Keyword(s):  
Sustainable Development Goals ◽  
International Travel ◽  
Lessons Learned ◽  
The Sustainable Development ◽  
Research Collaborations ◽  
Global Pandemic ◽  
Travel Restrictions ◽  
Development Goals ◽  
Collaboration And Communication ◽  
New Situation

In the wake of the current global pandemic, international travel is restricted. This poses substantial challenges for research relationships aiming to build capacity and foster co-creation to achieve the Sustainable Development Goals, where global collaboration and communication is paramount. This is especially challenging when it comes to interactive dialogues that go beyond the typical one-way structure of online learning. Considerations on structural, technical and behavioral levels are needed to not only deal with these challenges but rather to take advantage of the new situation. This commentary outlines the lessons learned from an internationally operating project, co-developed to cope with travel restrictions. We discuss implications for future reduction of international travel to reduce carbon in the context of climate change.

scholarly journals 'CrEEd for Future Schools'

2021 ◽  
pp. 36-51
Author(s):  
Johannes Reitinger ◽  
Agnes Pürstinger ◽  
Susanne Oyrer
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Sustainable Development Goals ◽  
Learning Experience ◽  
Implementation Process ◽  
The Sustainable Development ◽  
Development Goals ◽  
Oriented Approach

This paper describes the inquiry-oriented improvement concept of CrEEd for Schools regarding pivotal characteristics, prototypical experiences, and findings concerning its impact on pupils’ learning experience and teachers’ instructional performance. A reflection of these experiences and findings collected during an implementation process conducted in an Austrian secondary school (2018–2019), motivates us to further rethink and to extend the conceptual architecture of CrEEd for Schools. We adjusted decisive conceptual components and integrated a concrete content layer into this inquiry-oriented approach – namely the sustainable development goals (SDGs). In doing so, we assume that the revised concept CrEEd for Future Schools will overcome the initial obstacles.

Sustainable Entrepreneurial Thinking

2021 ◽  
pp. 195-215
Author(s):  
Ernst Jan van Weperen ◽  
Jonneke de Koning ◽  
Gijs Vermeulen ◽  
Titus van der Spek
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
The Self ◽  
Global Citizen ◽  
The Sustainable Development ◽  
Global Citizens ◽  
Development Goals ◽  
Mind Set ◽  
Societal Challenge ◽  
The Mind

The Sustainable Entrepreneurial Thinking module aims to help shape the global citizens necessary to achieve the Sustainable Development Goals. A global citizen has a certain set of competencies, and the module develops activities that train those competencies. The SET module uses the adjectival form ‘sustainable'. When presented adjectivally the question arises as to what one is trying to sustain? This module explores the ability to sustain “the self”, “the planet”, “the organization”, and, as the course progresses, the interconnectedness of all three. Using the awareness developed in “the sustainable self” and the knowledge gained in “the sustainable planet,” students adopt the mind-set of a sustainable entrepreneur by taking on a societal challenge related to one or more SDGs, and developing innovative entrepreneurial solutions to tackle it. In the process, they train the skills, develop the knowledge, and shape the attitude on their path to becoming global citizens.

Developmental Pathways to Intercultural Competence in College Students

2021 ◽  
pp. 102831532110527
Author(s):  
Janelle S. Peifer ◽  
Elaine Meyer-Lee ◽  
Gita Taasoobshirazi
Keyword(s):  
College Students ◽  
Longitudinal Study ◽  
Study Abroad ◽  
Peer Relationships ◽  
Intercultural Competence ◽  
Developmental Pathways ◽  
Global Learning ◽  
Constructive Developmental ◽  
Travel Restrictions ◽  
The Impact

Despite travel restrictions, U.S. colleges invest in students’ global learning, to prepare graduates to thrive in today's interdependent society and world. This multi-method longitudinal study applies a constructive developmental and intersectional lens to examine the impact of travel and non-travel based global learning on intercultural competence and change in social diversity, also assessing the pathways that connect these variables. Our pilot findings suggest a greater contribution of on-campus global learning to development of intercultural competence compared to travel-based experiences, such as study abroad. Furthermore, on-campus global learning also contributes significantly to increases in the diversity of students’ peer relationships, and that diversity then connects to intercultural competence. Somewhat surprisingly, these patterns remain consistent for those with historically dominant and marginalized identities.

scholarly journals When the City is Your Classroom

2011 ◽  
Vol 20 (1) ◽  
pp. 171-194
Author(s):  
Lisa G. Sapolis ◽  
Milla C. Riggio ◽  
Xiangming Chen
Keyword(s):  
Study Abroad ◽  
Liberal Arts ◽  
Environmental Science ◽  
Trinity College ◽  
Learning Experience ◽  
Urban Sociology ◽  
The United States ◽  
Global Learning ◽  
The World ◽  
The City

As one of the few small liberal arts colleges in a city, Trinity College in Hartford, Connecticut, has developed a simple educational creed: Life and learning are inseparable. The “real world” is not something you brace yourself to enter at the end of your education.  That world is with you -- politically, economically, socially, culturally -- even as you prepare to take the responsibility for running it. There is much talk about the need to educate students to become citizens of the world.  Capitalizing on our location in a small exemplary multi-ethnic city, Trinity College gives meaning to this clichéd rhetorical notion.  We train our students for a world that is complex, multi-ethnic, globalized, and cross-culturally connected in a way that no previous society could have imagined. Conceptualizing the learning experience in terms of a set of concentric circles, our education begins with the small inner circle of the campus, expands to the broader surround of Hartford, and then building on the local foundation, extends to study abroad with an urban focus. In this article, two of our study abroad programs exemplify our presumption that the city is your classroom:  the full semester Trinity-in-Trinidad Global Learning Site and Trinity’s faculty-led summer program “Connections: Boomtowns of the Yangtze River” that links an immersion experience in the city of Hartford with four emerging megacities in China. In distinctive and complementary ways, the Trinidad and China programs illustrate how Trinity College through its urban and global educational mission is broadening and deepening the use of the city (in Hartford and globally) to better prepare our students for our urbanized and globalized world. The Trinidad program, centered on urban culture, is more a study in the city, while the China program, revolving around the triangle of urban history, urban sociology, and environmental science, is more overtly a study of the city.  Both programs link the academic domain with experiential learning. Recognizing that the modern city is “no longer local” (Orum and Chen, p. 55), we believe that urban, global experience is the best way to give students insights into their own home cities, whether these are in the United States or elsewhere. We take them abroad not to give them a romantic student overseas junket, but to teach them about themselves in the context of the world in which they must live, over which they must be trained to take control.

scholarly journals SUSTAINABLE DEVELOPMENT PRINCIPLES IN HEALTH PROMOTION AND NURSING EDUCATION

2020 ◽  
pp. 67-73 ◽  
Author(s):  
E. Burgess-Pinto ◽  
S. O. Yastremska ◽  
L. Ya. Fedoniuk ◽  
Yv. Shelast ◽  
L. P. Martynyuk
Keyword(s):  
Sustainable Development ◽  
Nursing Education ◽  
Flipped Classroom ◽  
Sustainable Development Goals ◽  
Interactive Learning ◽  
Ways Of Knowing ◽  
Faculty Members ◽  
Graduate Studies ◽  
The Sustainable Development ◽  
Development Goals

The Sustainable Development Goals (SDGs), otherwise known as the Global Goals, are a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. These 17 Goals build on the successes of the Millennium Development Goals, while including new areas such as climate change, economic inequality, innovation, sustainable consumption, peace and justice, among other priorities. The goals are interconnected – often the key to success on one will involve tackling issues more commonly associated with another. The collaboration with I. Horbachevsky Ternopil National Medical University (TNMU) and the Faculty of Nursing MacEwan University students and teachers in the realization of the Sustainable Development goals proposes the possibilities to study and change the professional practice and nursing education. Co-creation involves strategy: nurses making a difference in the health of global communities. 25 students spent one week at TNMU, focusing on global/planetary health issues and SDGs. Participants include faculty members and Ukrainian students as well as International students from several countries (including Canada, Ghana, Nigeria, and India). Instruction focused on interactive learning and included flipped classroom format, seminars, team-based learning and field clinics coordinated by MacEwan faculty members in partnership with the TNMU members. Through interactive learning in an international setting, students developed a shared understanding of how people relate to each other and to their environments, compared Canadian and Ukrainian approaches to the Sustainable Development Goals, and created space for understanding different ways of knowing and how these enhance health and wellbeing. The face-to-face format of the trip was invaluable in enhancing emotional and informal learning as well as developing capacity as global citizens. The course provides an excellent foundation for students who wish to pursue graduate studies in global health either in Nursing or in Public Health.

scholarly journals Regional and global implications for the sustainable development and education

2021 ◽  
Vol 250 ◽  
pp. 07004
Author(s):  
Natalya Nikitina ◽  
Raisa Krayneva ◽  
Alexandr Platitsyn
Keyword(s):  
Sustainable Development ◽  
International Development ◽  
Civic Education ◽  
World Health ◽  
The Sustainable Development ◽  
Global Citizens ◽  
Nature Restoration ◽  
New Type ◽  
Development Goals ◽  
Health Organization

Sustainable development and education are linked into a holistic and complex system that might help to transform the society by imposing the sustainable development goals and objectives. Moreover, it might contribute to the creation of the new type of global citizens who would act at regional and global levels with a focus on preserving the environment and promoting the sustainability agenda. Global civic education has been supported by the United Nations Development Programme (UNDP), the World Health Organization (WHO) and other international organizations as a means of promoting international development but the results might vary across regions and countries. We show that all of the above leads to a global approach to the development of the education system, not only for students but for society as a whole. The results of our research are likely to feed into the development of the initiatives which develop environmentally friendly attitude and promote community environmental management by creating participatory networks for the nature restoration and protection

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