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Journal articles on the topic 'Global student'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Roger, "Mitch" Nasser Jr. "Book Review- Developing the Global Student: Higher Education in an Era of Globalization Internationalization in Higher Education Series." Journal of International Students 7, no. 4 (2017): 1135–39. https://doi.org/10.5281/zenodo.1035983.

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While administrators may consider increasing their international student population as a plausible solution to the enrollment crisis, they must also consider how these students navigate the campus environments. What are our responsibilities as higher education administrators? How will U.S. students respond to their international classmates? Moreover, will native students understand and accept the differences they encounter? David Killick’s book, <em>Developing the Global Student: Higher Education in an Era of Globalization </em>asks how prepared students are for the international community. Ki

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Cruz, Natalie. "Evolving Global Student Mobility." Journal of Comparative & International Higher Education 10, Winter (2019): 53–56. http://dx.doi.org/10.32674/jcihe.v10iwinter.691.

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Ghosh, Ratna, and Xiaoli Jing. "Fostering Global Citizenship Through Student Mobility." Beijing International Review of Education 2, no. 4 (2020): 553–70. http://dx.doi.org/10.1163/25902539-02040009.

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Abstract Although the phenomenon of student mobility can be traced back to over a thousand years, a remarkable increase began from 1995 when the World Trade Organization released the General Agreement on Trade in Services, making higher education a tradable commodity. International mobility programs have the potential to provide the environment for global citizenship by empowering students to be resilient and become citizens of the world. Higher education institutions are clamoring to prepare students for living in highly diverse societies, and countries use the soft power of international exc

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4

Hitzelberger, Mirjam, Lucy Bell, Claudia Bergmüller-Hauptmann, Gregor Lang-Wojtasik, and Tanguy Philippe. "Global Sense - Developing Global Sensitivity among Student-Teachers." Journal of International Mobility No 11, no. 1 (2024): 113–32. https://doi.org/10.3917/e.jim.011.0113.

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5

Altbach, Philip G., and David Engberg. "Global Student Mobility: The Changing Landscape." International Higher Education, no. 77 (September 1, 2014): 11–13. http://dx.doi.org/10.6017/ihe.2014.77.5676.

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Government sponsored scholarship programs for global student mobility are only a small part of total flows of international students, but these programs are quite important in several countries. Brazil, Saudi Arabia, and the European Union sponsor programs that provide mobility for many thousands of students. Other countries have smaller programs. This article discusses fiscal, sponsorship, and other key elements of some of these programs.

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Nakano, Roy. "1968: The Global Student Revolt." Amerasia Journal 15, no. 1 (1989): 307–9. http://dx.doi.org/10.17953/amer.15.1.r86803427604v5u6.

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Hitchings, Jean. "Internet and the Global Student." Intelligent Tutoring Media 7, no. 1 (1996): 30–33. http://dx.doi.org/10.1080/14626269609408366.

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Kearney, Mary-Louise, and Daniel Lincoln. "Student power in global perspective." Studies in Higher Education 39, no. 3 (2014): 395. http://dx.doi.org/10.1080/03075079.2014.896176.

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Šikolová, Veronika, Hana Sovinová, and Drahoslava Hrubá. "Global Health Professions Student Survey (GHPSS): Results in Students at Medical Faculty, Masaryk University, Brno." Hygiena 58, no. 3 (2013): 106–10. http://dx.doi.org/10.21101/hygiena.a0972.

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Ramson, Amy. "Global learning through the lens of criminal justice." Networked Learning Conference 12 (August 16, 2024): 183–87. http://dx.doi.org/10.54337/nlc.v12.8654.

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My research involves piloting a networked learning pedagogy, Collaborative Online International Learning (COIL), in an introductory criminal justice course at an urban U.S. community college. COIL involves the collaboration of professors from universities in different countries in creating assignments and projects, which their students collaboratively undertake. The networked learning values that are manifest in COIL are collaboration, group work, discussion, student ownership of learning, and navigating difference. I am partnering with a professor teaching an international criminal justice co

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Patersonand, J. L., and C. R. Minteer. "2012 Student Debate: Student Perspective on Scientific Global Issues." American Entomologist 60, no. 4 (2014): 212–22. http://dx.doi.org/10.1093/ae/60.4.212.

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Cohen, Deborah, and Lessie Frazier. "On the Global Hot Seat: University Presidents in the Global 1968." Espacio, Tiempo y Educación 6, no. 1 (2019): 63–86. http://dx.doi.org/10.14516/ete.277.

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The claim that ’68 was global has become axiomatic. How so, for whom, with what impact? Scholars have productively pursued two scales of analysis: grassroots and geopolitical. While student movements have been the premier instance of the more socio-cultural scale, seldom has their mobilization been analyzed vis-à-vis the ostensibly more macro scale of supra-state entitie. Intermediaries between these sectors, leaders of major universities occupied an acutely uncomfortable, pivotal place. Through historical analysis based on archival research (on the biographies of university administrators, st

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Ivanoff, Chris S., Krassimira Yaneva, Diana Luan, et al. "A global probe into dental student perceptions about philanthropy, global dentistry and international student exchanges." International Dental Journal 67, no. 2 (2017): 107–16. http://dx.doi.org/10.1111/idj.12260.

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Smith, Rebecca. "Flipped Learning During a Global Pandemic: Empowering Students with Choice." International Journal of Multidisciplinary Perspectives in Higher Education 5, no. 1 (2021): 100–105. http://dx.doi.org/10.32674/jimphe.v5i1.2428.

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The purpose of this paper is to provide a research brief on current studies related to utilizing a flipped learning model. The flipped model entails students engaging with a recorded lecture prior to live class time, allowing for more student engagement with content, classmates, and the instructor during class time. A flipped model empowers students with more choice and control over their learning, can improve student achievement, and can reduce student anxiety. During a global pandemic when nearly all higher education institutions have rapidly transitioned to online learning platforms, a flip

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Pierce, Tricia, and Penny Quinn. "Global Movement Crisis." Αρετή (Arete): Journal of Excellence in Global Leadership 2, no. 1 (2024): 117–24. http://dx.doi.org/10.59319/arete.v2i1.823.

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Background: Physical inactivity has become a global crisis and is adversely impacting the health of our world. Being physically active, even at a minimal level, can positively change physical and mental health. As little as ten minutes a day can result in significant health improvements, such as a decrease in blood glucose levels. Description: Service-learning courses are a way to provide students with job-related training as college credit and offer a needed service of safe physical activity to members of the local community. Learning Outcomes: Student participants learn from teaching exercis

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Ermawati, Eka, Erni Murniarti, and Hotmaulina Sihotang. "IMPLEMENTASI MANAJEMEN PESERTA DIDIK BERBASIS SEKOLAH DI TK ISLAM TERATAI PUTIH GLOBAL BEKASI." EDUPEDIA 7, no. 1 (2023): 110–21. http://dx.doi.org/10.24269/ed.v7i1.2089.

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Student management is an arrangement and regulation of all activities related to students starting from the entry of students to the exit of these students from a school or educational institution. Student management activities are an important part that must be considered in the implementation of educational activities in schools. This aims to find out how student management plans, to find out how student learning is implemented, and to find out how learning evaluation is applied in the Lotus Putih Islamic Kindergarten Global School Bekasi. This study used qualitative research with a descript

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Zurek, Alina, Grzegorz Zurek, and Lyn Holley. "VIRTUAL COMPARATIVE GLOBAL AGING CURRICULUM/COURSE – STUDENT GLOBAL COMPETENCES QUALITATIVE THEMATIC ANALYSIS." Innovation in Aging 8, Supplement_1 (2024): 1227. https://doi.org/10.1093/geroni/igae098.3927.

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Abstract Presents global competences acquired by students of the international virtual course Comparative Global Aging implemented in the years 2018-2023. The course is the result of American-Polish cooperation between the University of Nebraska in Omaha and two Polish universities - the University of Wrocaw and the University School of Physical Education in Wrocław. The content of thirty-seven Learning Journals of students from 10 European countries studying in Poland in the ERASMUS student exchange program and UNO students was subjected to qualitative analysis using MAXQDA software. Discuss

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Freeman, Ina, and Peter Knight. "Double-Loop Learning and the Global Business Student." Canadian Journal of Higher Education 41, no. 3 (2011): 127. http://dx.doi.org/10.47678/cjhe.v41i3.2492.

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In preparing students for employment in commerce, the student needs to be aware of many aspects not necessarily included in business programs. In recognizing students often have no or limited exposure to foreign environments, the authors developed an electronic exchange between students in Canada and Kazakhstan. In this exchange, students not only learned about foreign marketplaces but were able to integrate classroom teachings and text knowledge into their actions. This approach resulted in enhanced learning for students through double-loop processes and development in their other courses.&#x

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Kuzma, Lynn M. "Developing global citizenship." Groupwork 22, no. 2 (2012): 49–70. http://dx.doi.org/10.1921/gpwk.v22i2.742.

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This article explores an attempt to develop global citizenship through a service-learning experience that placed undergraduate students in community organizations that serve refugee populations. It begins with a discussion of the importance of civic engagement in higher education and how service learning, as a pedagogical method, can advance the goals of civic engagement and community building. It discusses how groupwork in class, with service providers, and with refugees led to increased civic awareness and transformed student dispositions toward diverse community groups.

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Korsager, Majken, James D. Slotta, and Doris Jorde. "Global Climate Exchange: Peer collaboration in a “Global classroom”." Nordic Studies in Science Education 10, no. 1 (2014): 105–20. http://dx.doi.org/10.5617/nordina.538.

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This paper reports on student peer collaboration in an online environment in an international shared curriculum, the Global Climate Exchange. Four cohorts of students (age 16 -19) from Canada, China, Norway and Sweden (n=157) were engaged in four wiki-based activities where they collaborated with peers locally and internationally. Previously, impact from Global Climate Exchange on students’ conceptual understanding was analysed, indicating a positive impact which might be explained by the amount of interactions with peers and international peer collaboration. This paper looks further into the

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Moore, Susan, Erin Sills, Lee Allen, et al. "Global Competency and Issues in Contemporary Education / Agroforestry." Journal of Forestry 109, no. 8 (2011): 545–52. http://dx.doi.org/10.1093/jof/109.8.545.

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Abstract 34We performed a five year integrated research, extension and education project aimed at strengthening global competence of students and faculty through collaboration in forestry. We sought to improve our students' ability to cooperate, increase their understanding of global dynamics of forestry markets and enhance their knowledge of various approaches to forest management and conservation with Chile as the focus. The project had four key components: (1) facilitate faculty and student involvement in Chile through Spanish language training, a website, and visits by Chilean faculty; (2)

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Davison, Robert M., Niki Panteli, Andrew M. Hardin, and Mark A. Fuller. "Establishing Effective Global Virtual Student Teams." IEEE Transactions on Professional Communication 60, no. 3 (2017): 317–29. http://dx.doi.org/10.1109/tpc.2017.2702038.

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Doppen, Frans H., Jing An, and Kristin Diki. "Why do student teachers go global." Journal of Social Studies Research 40, no. 2 (2016): 85–95. http://dx.doi.org/10.1016/j.jssr.2015.05.002.

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Rao, Shakuntala, and Herman Wasserman. "Global Student Protests in the News." African Journalism Studies 38, no. 2 (2017): 1–4. http://dx.doi.org/10.1080/23743670.2017.1370068.

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Marie, Ann, and Donald Coleman. "Student life and the global community." New Directions for Student Services 1989, no. 46 (1989): 69–77. http://dx.doi.org/10.1002/ss.37119894608.

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Barlow, Allen R. "Global Issues Confronting Student Affairs Leaders." New Directions for Student Services 1999, no. 86 (1999): 53–57. http://dx.doi.org/10.1002/ss.8607.

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Aldén-Joyce, Tara, Janet Mattson, Elina Scheers-Andersson, et al. "Tanzanian Nursing Students’ Experiences of Student Exchange in Sweden—A Qualitative Case Study." SAGE Open Nursing 9 (January 2023): 237796082311609. http://dx.doi.org/10.1177/23779608231160923.

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Introduction Needs within healthcare are changing and nurses require new skills and knowledge in global nursing. Student exchange programs in global contexts provide an opportunity to develop the necessary skills. Objective The aim of this study was to describe Tanzanian nursing students’ experiences of student exchange in Sweden. Methods A qualitative design was used for this empirical study. Semistructured interviews were conducted with six Tanzanian nursing students who had participated in student exchange in Sweden. The participants were recruited by purposeful sampling. Inductive reasonin

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Moscaritolo, Lisa, Bardill, and Birgit Schreiber. "Global Summit on Student Affairs: Africa joins the global conversations." Journal of Student Affairs in Africa 3, no. 1 (2015): 97–100. http://dx.doi.org/10.14426/jsaa.v3i1.96.

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29

Ayebare, Justine. "The Effect of Internationalising the Student Community on Graduate Students' Global Citizenship:." International Journal of African Higher Education 8, no. 1 (2021): 1–26. http://dx.doi.org/10.6017/ijahe.v8i1.13361.

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This article examines the effect of internationalising the student community on graduate students’ demonstrated commitment to global citizenship at a university in Uganda. It arose from a sequential explanatory survey study. Quantitative and qualitative data were gathered from a sample of 180 graduate students, with the former analysed employing descriptive and inferential statistics, while the latter were analysed using thematic content analysis. The quantitative results revealed that an internationalised studentcommunity has a statistically significant positive effect on graduate students’ d

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Asiedu-Acquah, Emmanuel. "Engaging Africa and the World." Journal of West African History 10, no. 1 (2024): 29–53. http://dx.doi.org/10.14321/jwestafrihist.10.1.0029.

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Abstract This article examines student internationalism and politics in Ghana in the late 1960s and 1970s. Ghanaian students expressed their internationalism in that period through a drive for a continental pan-Africanist student movement, a leftward turn among influential student activists, which reinforced their internationalist outlook, and a renewal and deepening of relations with global student organizations and transnational networks. The internationalism and national politics of Ghanaian students were mutually reinforcing. The pan-African and global imaginary that characterized student

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Singh, S., J. McCool, J. Weller, and A. Woodward. "Medical Education in the 21st Century: Students Driving the Global Agenda." Education Research International 2012 (2012): 1–5. http://dx.doi.org/10.1155/2012/185904.

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This descriptive article examines the potential for student-led initiatives in international health to be better integrated with formal medical education systems. Students have embraced the challenges and opportunities provided by globalisation to take a leadership role on international issues. Medical students are involved with a diverse portfolio of international activities, including work to internationalise the medical curriculum, the establishment of “hands-on” development projects, efforts to promote student exchanges, and engagement with high-level international policy fora. Such experi

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Banerjee, Soumita. "The Role of Global Educational Database in Educational Data Mining." European Journal of Engineering and Technology Research 1, no. 6 (2018): 16–26. http://dx.doi.org/10.24018/ejeng.2016.1.6.194.

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Educational Data Mining is one of the major on-going research platforms now. Students’ records need to be maintained and analyzed in a manner so that they can be utilized to predict students’ behavior and learning methods. Although students’ academic records need to be processed and analyzed through data mining tools, the primary challenge is to gather individual academic student details. This paper proposes a global database of students irrespective of geographical boundaries. Academic performance of every student from every country will be updated in this platform. Students’ performance on m

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Parvez, Z. Fareen. "Toward a Global Sociology of Religion." Teaching Sociology 45, no. 4 (2017): 313–23. http://dx.doi.org/10.1177/0092055x17720491.

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This article offers an example of a global approach to teaching the sociology of religion, a course that typically focuses on American religious phenomena. It builds on three interventions in the movement for a global sociology: connecting the local and global, moving beyond methodological nationalism, and developing an ethical orientation toward sociological questions. Such an approach encourages students to question taken-for-granted assumptions about religion and gain conceptual clarity. Specifically, the course goals are to challenge students’ preconceptions about the global South as well

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Helleve, Mette Birgitte. "Nurturing global consciousness through internationalization." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 4 (2019): 18–33. http://dx.doi.org/10.7577/njcie.3491.

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The topic of this article is nurturing global consciousness through internationalization in teacher education. As a teacher educator, I have been supervising 29 student teachers in their three-month practice in Namibia and Uganda over a four-year period. Here I have focused on the students' experience according to global consciousness with a primary focus towards their global sensitivity. The purpose of this article is threefold. First I describe the nuances of global consciousness and the connection between the three sub-areas: global sensitivity, global understanding, and global self-represe

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Wiemken, Rachel, Russasmita Sri Padmi, and Gabriel Matney. "Global Connections through Mathematical Problem Solving." Mathematics Teacher: Learning and Teaching PK-12 114, no. 3 (2021): 219–26. http://dx.doi.org/10.5951/mtlt.2020.0097.

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Teachers from two countries designed a model-eliciting activity about the global issue of wind energy. They share teaching and student outcomes from a cross-border engagement in the task with students from Indonesia and the United States through synchronous video conference.

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Paradise, Tawni, Tahsin Chowdhury, Kirsten Davis, Homero Murzi, and Michelle Soledad. "Developing Global Competency Virtually: Student Experiences in a Global Program That Transitioned Online due to the COVID-19 Pandemic." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 2 (2022): 56–80. http://dx.doi.org/10.36366/frontiers.v34i2.592.

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This paper discusses a global program for first-year engineering students that typically combines a spring semester course with an international module in the summer. This year, due to the COVID-19 global pandemic, the course component of the program was redesigned for the post-COVID environment. The purpose of this paper is to present the decisions made during this process and explore their outcomes through analysis of students’ feedback and global competence survey results. Four major decisions shaped the program redesign by balancing the desire for students to develop global competence with

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Myerson, Sasha. "Global cyberpunk." Science Fiction Film & Television 13, no. 3 (2020): 363–86. http://dx.doi.org/10.3828/sfftv.2020.21.

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This article examines the connections between 1960s student protests, particularly the occupation of the University of Tokyo in 1968-9, and 1980s cyberpunk film in Japan. I argue that these films, while critical of the student movement, aim to reclaim and transform the utopian spirit that motivated them. Using the global 1960s framework, I situate Japanese cyberpunk film within the wider debates of this decade, particularly those concerning personal liberation and affluence. Using Tom Moylan’s concept of the critical dystopia, I demonstrate that utopian thinking does not disappear after 1968 i

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Křepelková, Šárka, Jan Činčera, and Roman Kroufek. "Becoming a Global Citizen through Participation in the Global Storylines Program." Sustainability 11, no. 15 (2019): 4162. http://dx.doi.org/10.3390/su11154162.

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This study investigates the effect of the Global Storylines educational program which aims to increase primary school students’ sustainability competences and their awareness of global problems. To obtain the data, we organized seven focus groups with a total of 52 students (25 girls, 27 boys) of an average age of 8.55 years, and conducted 7 interviews with 8 teachers (all women). The findings demonstrate the program’s likely effect on students’ improved inter- and intra-personal skills, better social climate in the classes, and students’ increased sensitivity to global issues noticeable in lo

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Krupa, Erin E., Margaret L. Borden, Hiller A. Spires, and Marie Himes. "Interdisciplinary project based-inquiry: Empowering students to solve global problems." Eurasia Journal of Mathematics, Science and Technology Education 21, no. 5 (2025): em2639. https://doi.org/10.29333/ejmste/16396.

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This study investigates the impact of an interdisciplinary project-based inquiry global project on 9<sup>th</sup> grade students’ science content knowledge and engagement using a mixed-methods research design. Data sources included pre/post tests on science content, pre/post survey on student motivation, and student focus groups interview data. Results indicate there were significant increases in student science content knowledge and significant increases in their feelings of empowerment. Three themes emerged from the focus group interviews: (1) collaborating during the pandemic, (

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Boni, Alejandra, and Carola Calabuig. "Education for Global Citizenship at Universities." Journal of Studies in International Education 21, no. 1 (2016): 22–38. http://dx.doi.org/10.1177/1028315315602926.

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This article explores how three different learning spaces could be appropriate for developing a sense of global citizenship among university students. We draw on an interview study conducted at the Universitat Politècnica of Valencia (UPV) between 2010 and 2012. The spaces analyzed were two electives devoted to international cooperation, a mobility program that took place mainly in Latin American countries and a student-led university group. We examined the three spaces in terms of expansion of capabilities and agency related to global citizenship and cosmopolitanism using a conceptual framewo

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Filomeno, Felipe A., and Christopher Brown. "Immigrant students and global education." Journal of Global Education and Research 6, no. 2 (2022): 166–80. http://dx.doi.org/10.5038/2577-509x.6.2.1183.

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Research on immigrant students in higher education often articulates a deficit narrative emphasizing the challenges immigrant students face in comparison to their native-born peers. In education for global competence, however, immigrant students’ life experiences give them a potential advantage. This study investigated whether project-based learning designed to take advantage of immigrant students’ intercultural life experiences could contribute to the development of global competence among undergraduate students. Developing and teaching a collaborative, project-based course where undergraduat

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Kenon, Vanessa Hammler. "Global Education Access Utilizing Partnerships and Networked Global Learning Communities." International Journal of Cyber Ethics in Education 1, no. 3 (2011): 40–49. http://dx.doi.org/10.4018/ijcee.2011070104.

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Networked global learning communities build partnership programs between higher education institutions and high schools which allow students, teachers and professors to attend and work in college preparation programs located in countries outside of their native lands. These educational programs help to promote development of transnational policies and procedure reforms to provide access to universities in other countries, as well as provide exposure to global learning strategies, structures, and emerging technologies among teachers and educational leadership. Transnational High School-Universi

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Spires, Hiller A., Marie P. Himes, and Erin Krupa. "Supporting Students’ Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration." Education Sciences 12, no. 6 (2022): 412. http://dx.doi.org/10.3390/educsci12060412.

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Inquiry is featured prominently in the Next Generation Science Standards (NGSS) as a promising pedagogical approach. Building on current conceptions of inquiry, a mixed-methods research design was used to explore the effects of Project-Based Inquiry (PBI) Global on student science content knowledge, motivation, and perspectives related to inquiry in a cross-school collaboration. The data sources included pre-/post-tests on science content and student motivation (n = 75), transcripts from student focus groups (n = 26), and students’ multimodal learning products (n = 18 teams). The quantitative

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Wijaya, Tria Fenda Afi. "Artificial Intelligence (AI) Innovation in Driving Global Financial Inclusion." Applied Business and Administration Journal 4, no. 02 (2025): 111–19. https://doi.org/10.62201/abaj.v4i02.225.

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Financial inclusion is a critical element in achieving sustainable economic growth and reducing inequality, especially among Micro and Small Enterprises (MSEs). This article examines Artificial Intelligence (AI) innovations that play a role in driving global financial inclusion, and how student programs can support Sustainable Development Goal (SDG) 8. By utilizing digital solutions, students play an active role in designing applications and platforms that improve MSEs’ access to financial services. Through a qualitative approach, this study highlights several student initiatives that have suc

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Devlin, Marcia, and Jade McKay. "Guest Editorial: Student Success in a Global Pandemic." Student Success 12, no. 3 (2021): i—iv. http://dx.doi.org/10.5204/ssj.2058.

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The catastrophic disruption to higher education from the COVID-19 pandemic has brought about significant and rapid changes to the delivery of mainstream teaching and learning in higher education institutions around the globe, in particular through the use of online learning. The many examples of innovation and novelty demonstrated by institutions and individuals in their support of students and their learning provides a timely opportunity for the sharing of exemplary activities and outcomes in the Student Success Journal. We are pleased to announce that Student Success in a Global Pandemic has

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Bhandari, Rajika. "Global Student and Talent Flows: Reexamining the Brain Drain Equation." International Higher Education, no. 99 (September 17, 2019): 6–7. http://dx.doi.org/10.6017/ihe.2019.99.11643.

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At a time when the student mobility landscape is poised to undergo significant changes, this article argues that it is time to revisit the brain drain issue and examine the fundamental ethics, assumptions, and power dynamics that underpin student mobility, thus ensuring that the mobility of students and talent is based on principles of access, equity, and inclusiveness.

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Saxena, Manisha, and Dharmesh K. Mishra. "CSR perception: a global opportunity in management education." Industrial and Commercial Training 49, no. 5 (2017): 231–44. http://dx.doi.org/10.1108/ict-12-2016-0085.

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Purpose The purpose of this paper is to study the perceived relationship between corporate social responsibility (CSR) and corporate effectiveness (CE) amongst undergraduate and post-graduate students in India and Mauritius. The paper explores the differences in perception of CSR and CE w.r.t profitability, long-term success and short-term success between the different student groups. Design/methodology/approach This paper explores past studies done by researchers and practitioners and uses a survey method for data collection amongst students in India and Mauritius. Findings Set in the context

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Ali, Yusuf Faisal, and Yayuk Hidayah. "Service-learning as a Strategy to Promote Global Citizenship in Indonesia." Society 9, no. 1 (2021): 124–39. http://dx.doi.org/10.33019/society.v9i1.145.

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The problem behind this research is service-learning usefulness as a strategy to promote global citizenship at universities in Indonesia. The methodology used in this research is a qualitative type of phenomenology. The research subjects were students involved in the Student Executive Board or Badan Eksekutif Mahasiswa (BEM) organization from eight different campuses in the Special Region of Yogyakarta or Daerah Istimewa Yogyakarta (DIY). The research results show two findings, 1) service-learning in student organizations can promote global citizenship values, and 2) service-learning in studen

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Zheng, Lin, Charlotte Westerhaus-Renfrow, Stanley Zhiwei Lin, and Yifei Yang. "Assessing Intercultural Competence in The Digital World: Evidence from Virtual Exchange Experience in a Study Abroad Program." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 4 (2022): 418–41. http://dx.doi.org/10.36366/frontiers.v34i4.614.

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This study presents evidence of the impact of an innovative pedagogical practice that cultivates and develops the intercultural competence of undergraduate college students. 15 U.S. undergraduate students enrolled in a business study abroad course and 12 Chinese undergraduate students participated in a virtual student exchange project in spring 2019. Using global distance learning technology, the students collaborated on the project to provide a joint comprehensive investment recommendation report. A comparison of U.S. students’ Intercultural Effectiveness Scale scores at the beginning and end

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Charoenkul, Nantarat. "APPROACHES TO DEVELOPING FUTURE TEACHER LEADERSHIP TO ENHANCE STUDENTS’ HUMAN VALUE CREATING GLOBAL CITIZENSHIP." Psychology and Education Journal 58, no. 1 (2021): 5443–53. http://dx.doi.org/10.17762/pae.v58i1.1842.

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This research aims to: 1) study the present and desirable states and priority needs of future teacher leadership development; 2) propose approaches to developing future teacher leadership to enhance students’ characteristics based on the human value creating global citizenship concept. This study used a mixed-method approach. The sample population comprised 220 volunteer student teachers, 68 school administrators and teacher mentors, plus 16 experts, totally 304. The research instruments were questionnaires and interviews, plus an evaluation form. Data were analysed by frequency, percentage, m

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