FUTE blog series: Fostering a globally oriented pedagogy. A driving force for sustainable development

by Rehema Mwakabenga

My previous experience teaching in a secondary school located in a remote pastoral area revealed that globally-oriented teaching was not prioritized nor was it something we talked about as teachers. Limited access to information and communication (ICT) infrastructures such as computers, projectors, internet, televisions, and mobile phones exacerbated issues associated with teaching. It is almost over two decades since I left the place and I know that there are considerable advancements in the school. A pertinent question is how teachers foster globally aware individuals, particularly in education systems where schools are poorly resourced and global citizenship is not a distinct subject. The answer is yes, it is possible. These teachers should be prepared from the very beginning at the initial teacher training to employ globally oriented teaching as part of education for sustainable development (ESD). In this context, globally oriented pedagogy refers to teaching methodology that regards a broader understanding of issues and practices at the international level.

Nations that have committed to the Sustainable Development Goals (SDGs) and are eager to promote 21st-century skills actively endorse Global Citizenship Education (GCE). GCE is indeed a vital principle of ESD that focuses on sustainable development. Its primary focus is to equip students with a broader understanding of the world and to instill the awareness that their actions can significantly impact global society. Issues such as environmental degradation, various forms of violence, and apathy can influence their immediate communities and the wider world. The advantages of GCE are clear, as it fosters a sense of belonging to a global community. In this context, educators should guide student teachers along these principles, irrespective of the specific discipline. Below is a summary of some tips on how globally-oriented pedagogy can be enhanced in teacher education colleges and universities:

a) Navigating through the lesson objectives

It is essential to begin by analyzing the primary objectives of the lesson to identify and establish specific goals related to the global issues you wish for your students to develop throughout the lesson. For instance, in my teaching of the curriculum subject concerning types of curricula, one of the specific objectives I can is to assist students in distinguishing between formal and informal curricula across education systems. The curriculum does not reflect these differences; however, I encourage students to undertake the task of examining a wider global perspective in relation to this curriculum.

b) Identifying aspects of global citizenship to be developed

What specific learning outcomes do you envision for your students regarding global citizenship? Are you aiming for them to develop critical thinking skills related to various curricula and their effects on students’ skill development? Alternatively, do you seek to instill an understanding of social responsibilities, intercultural competence, and the values and attitudes reflected in the local curriculum as compared to those found in other educational contexts? The internationally focused learning outcomes should correspond with those outlined in the course syllabus. Teaching materials should be contextualized and inspire students to explore local education issues in connection with global events.

c) Encouraging participation during teaching

Encourage your students to adopt a global perspective in their discussions. This may pose a challenge for educators managing large classes, which requires careful consideration. Numerous scholarly articles address the management of teaching in such environments and I authored a paper concerning the active engagement of large university classes (Mwakabenga, 2022). How many times have we encouraged our students to participate in online international forums to enable them learn from multiple perspectives?

In these forums, students have the opportunity to initiate discussions, ask questions, or share their thoughts on various topics related to their subjects. Importantly, students should be encouraged to examine and contextualize the opinions presented in the forums. In general, discussions provide a vital platform for students to exchange experiences and explore strategies for overcoming challenges, ultimately empowering them to enhance their practices and become advocates for sustainability within their respective contexts. Advancement in technology has made teaching and interaction improved and so educators are advised to focus on it.

d) Assessing students’ competences of global citizenship

There should be a framework for assessing students’ change of behavior and interests in developing global citizenship. I am wondering if we have thought about whether our assessments are globally oriented. If it was highlighted in your lesson objectives, you can easily include the global component in the assessment blueprint.

For school teachers to teach from a global viewpoint they need to be equipped with some skills during their initial training. Educators are therefore encouraged to take into account the elements of GCE when planning and delivering lessons, ensuring that the relevant skills are evaluated irrespective of the classroom context or subject area.

Reference:
– Mwakabenga, R. J. (2022). Actively Engaging Large Classes in Tanzanian Universities. Utafiti, 17(2), 271-287. https://doi.org/10.1163/26836408-15020069