The chapter applies critical theory to analyze the impact of globalization on education at the classroom level. Based on the hypothesis that education policy decisions made at the global level result in outcomes at the classroom level, it is clear globalization directly impacts students in the classroom. Therefore, within the context of curriculum and instruction, this chapter critically explores 21st century instructional practices as a response to the following research question: What are effective methods for engaging all learners in today's classrooms? The chapter incorporates qualitative research results and historical background about globalization, which thus situates current 21st century instructional practices within a framework for critical deconstruction. Finally, the qualitative research utilized in this chapter stems from classroom observations of teachers delivering 21st century instruction, and this research serves the purpose of clearly illustrating the characteristics of 21st century instruction in the classroom.
Abstract
Over the last four years, we have worked with a large, international, and multidisciplinary group of scholars and social scientists, in the preparation of the first report of the International Panel on Social Progress (IPSP) (Rethinking Society for the 21st Century, Cambridge University Press, 2018). The question this group set itself to answer was whether we can hope for better institutions and less social injustice in the world in the coming decades, given the ongoing trends.
In the 21st century, academics must recognise the value of incorporating e-learning activities in teaching in order to provide students the opportunity to interact and engage with peers in collaborative learning. To achieve this, a Collaborative Online International Learning (COIL) activity was introduced to 2nd and 3rd year students in Mechanical and Industrial Design Engineering degrees, with the aim of enhancing aspects such as global manufacturing and reverse engineering. This activity was also used as an approach to internationalise the curriculum which is an important mechanism to promote intercultural competencies, international perspectives and ethical sensitivities, whilst also contributing to the enhancement of students’ abilities to develop as responsible global citizens. Three institutions were involved in this project, with results indicating that 93% of students felt they had a better understanding of the topic under study, 93% were satisfied with the learning experience and 90% enjoyed interacting with international peers.
Creating 21st Century Global Citizens. A design-led systems approach to transformative secondary education for sustainability
