Giulia Domingues Silva, Laerte Silva da Fonseca, R. V. Garcia, E. C. Romão
The relationship between cognitive neuroscience and the area of education has been extensively studied in recent years. With technology, also comes the opportunity to know more about the brain and thus, how it reacts in the learning process. Mathematics is an area in which many students have great difficulty, so the present work seeks to present contributions that cognitive neuroscience brings to assist the teacher in the teaching-learning process, recognizing that studies involving these areas are increasing. Through a literature review, this article focuses on the teacher of elementary school, understanding that this educator is responsible for the knowledge base that will accompany the student during his school and academic life. Many educators are unaware of how the brain works and learns, they do not know the tools that can help them in their daily school life so that they can achieve a successful teaching-learning relationship. The main objective is to bring studies about the relationship between cognitive neuroscience, learning, and mathematics, considering that being aware of these studies leads to tools that can be used in the classroom. The results showed the importance of relating aspects of cognitive neuroscience with proposals for didactic innovation related to mathematical learning, to allow a new scenario that fosters new cognitive skills, especially in the Mathematics discipline.
{"title":"Contributions of Cognitive Neuroscience on Mathematical Learning as a Tool for Elementary School Teachers","authors":"Giulia Domingues Silva, Laerte Silva da Fonseca, R. V. Garcia, E. C. Romão","doi":"10.5296/jse.v12i4.20208","DOIUrl":"https://doi.org/10.5296/jse.v12i4.20208","url":null,"abstract":"The relationship between cognitive neuroscience and the area of education has been extensively studied in recent years. With technology, also comes the opportunity to know more about the brain and thus, how it reacts in the learning process. Mathematics is an area in which many students have great difficulty, so the present work seeks to present contributions that cognitive neuroscience brings to assist the teacher in the teaching-learning process, recognizing that studies involving these areas are increasing. Through a literature review, this article focuses on the teacher of elementary school, understanding that this educator is responsible for the knowledge base that will accompany the student during his school and academic life. Many educators are unaware of how the brain works and learns, they do not know the tools that can help them in their daily school life so that they can achieve a successful teaching-learning relationship. The main objective is to bring studies about the relationship between cognitive neuroscience, learning, and mathematics, considering that being aware of these studies leads to tools that can be used in the classroom. The results showed the importance of relating aspects of cognitive neuroscience with proposals for didactic innovation related to mathematical learning, to allow a new scenario that fosters new cognitive skills, especially in the Mathematics discipline.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74418127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research into asynchronous online discussions (AOD) produced conflicting, contradictory results. A central problem was AOD often did not produce a high level of engagement and critical thinking. Synthesizing best practices, a dialectical framework was developed around concrete, actionable levers to improve thinking in online and remote courses. Using a convergent mixed methods triangulation design, a thematic analysis compared AOD for unstructured, structured response system, and the introduction of a structured conversation system, finding a significant improvement using a structured conversation system which incorporated a social and personal component. Instructors needed to organize three levels: the back, the stage, and the front. Applying a typology analysis to AOD, instructors can improve and maintain high levels of critical thinking, engagement, and social interaction.
{"title":"Transforming Asynchronous Online Discussions with a Structured Conversation System","authors":"David C. Coker","doi":"10.5296/jse.v12i4.20342","DOIUrl":"https://doi.org/10.5296/jse.v12i4.20342","url":null,"abstract":"Research into asynchronous online discussions (AOD) produced conflicting, contradictory results. A central problem was AOD often did not produce a high level of engagement and critical thinking. Synthesizing best practices, a dialectical framework was developed around concrete, actionable levers to improve thinking in online and remote courses. Using a convergent mixed methods triangulation design, a thematic analysis compared AOD for unstructured, structured response system, and the introduction of a structured conversation system, finding a significant improvement using a structured conversation system which incorporated a social and personal component. Instructors needed to organize three levels: the back, the stage, and the front. Applying a typology analysis to AOD, instructors can improve and maintain high levels of critical thinking, engagement, and social interaction.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74570321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, we made interviewed eight adolescents participating in a special behavioral attendance within the Ostrich Farm (FELT) outside Bergen in Norway. Here they could learn new things and participate in a sort of "different school day". Group participation also seemed to increase the subjects` well-being, because they felt more normal and less depressed. The concept of Gidden`s (1990) and Laing`s (1960) ontological security versa ontological insecurity were utilized to explain the importance and effect of attendance within the Ostrich farm. As well as model-learning, self-efficacy, and apprenticeship learning. The attendance within the farm also seems to ameliorate by integrating these teachers and structures into the student's lifeworld. In terms off, they can view themselves as competent, worthwhile, and consociates that have a resource in which can contribute to society. We applied inductive coding in the data analysis of the semi-structured/ open-ended interviews. Further on, we outline how participation in FELT, might also change their view of the different Lifeworld and its multiple realities (Schuetz, 1945). Through their more changed experiences of the world of working, acquired through the attendance within the Ostrich farm. All the students reported that they learned new things, as well as started to thrive from the participation within the farm. In FELT the pupils experienced a kind of fusion of horizons, as spelt out by Gadamer (1960), in their communication and interaction with the other acquaintance, and mainly the other pedagogues.
{"title":"Enhanced Ontological Security, the Lifeworld, and Its Multiple Realities--How Can This Theory Explain the Effect of Participation in the Östrich Farm?","authors":"L. Lundstrøm, Atle Møen","doi":"10.5296/jse.v12i4.20272","DOIUrl":"https://doi.org/10.5296/jse.v12i4.20272","url":null,"abstract":"In this study, we made interviewed eight adolescents participating in a special behavioral attendance within the Ostrich Farm (FELT) outside Bergen in Norway. Here they could learn new things and participate in a sort of \"different school day\". Group participation also seemed to increase the subjects` well-being, because they felt more normal and less depressed. The concept of Gidden`s (1990) and Laing`s (1960) ontological security versa ontological insecurity were utilized to explain the importance and effect of attendance within the Ostrich farm. As well as model-learning, self-efficacy, and apprenticeship learning. The attendance within the farm also seems to ameliorate by integrating these teachers and structures into the student's lifeworld. In terms off, they can view themselves as competent, worthwhile, and consociates that have a resource in which can contribute to society. We applied inductive coding in the data analysis of the semi-structured/ open-ended interviews. Further on, we outline how participation in FELT, might also change their view of the different Lifeworld and its multiple realities (Schuetz, 1945). Through their more changed experiences of the world of working, acquired through the attendance within the Ostrich farm. All the students reported that they learned new things, as well as started to thrive from the participation within the farm. In FELT the pupils experienced a kind of fusion of horizons, as spelt out by Gadamer (1960), in their communication and interaction with the other acquaintance, and mainly the other pedagogues.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79301103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.1177/10283153221121389
Pablo Beneitone
Internationalisation of Curriculum (IoC) can be considered a very inclusive approach, as it makes it possible to reach all students, addressing the current and future needs of global citizenship. Argentine universities, which in previous years had prioritised mobility over other internationalisation strategies, have focused on exploring and developing IoC with greater commitment and effort since the COVID-19 pandemic began. In Argentina there were no theoretical references that allowed IoC to be analysed in a national context, only isolated and fragmented experiences of actions developed by some universities. This paper introduces a conceptual model for the analysis of IoC in Argentine universities, and can also be considered as a benchmark to explore underdeveloped aspects in higher education institutions. Using four levels of analysis, 12 dimensions and 96 indicators, it is proposed to review the different elements that contribute to the curriculum being understood and recognised in diverse contexts.
{"title":"How to Analyse the Level of Internationalisation of Curriculum at Argentine Universities: A Model for Reflection and Implementation","authors":"Pablo Beneitone","doi":"10.1177/10283153221121389","DOIUrl":"https://doi.org/10.1177/10283153221121389","url":null,"abstract":"Internationalisation of Curriculum (IoC) can be considered a very inclusive approach, as it makes it possible to reach all students, addressing the current and future needs of global citizenship. Argentine universities, which in previous years had prioritised mobility over other internationalisation strategies, have focused on exploring and developing IoC with greater commitment and effort since the COVID-19 pandemic began. In Argentina there were no theoretical references that allowed IoC to be analysed in a national context, only isolated and fragmented experiences of actions developed by some universities. This paper introduces a conceptual model for the analysis of IoC in Argentine universities, and can also be considered as a benchmark to explore underdeveloped aspects in higher education institutions. Using four levels of analysis, 12 dimensions and 96 indicators, it is proposed to review the different elements that contribute to the curriculum being understood and recognised in diverse contexts.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44412166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-18DOI: 10.1177/10283153221126247
Xingzi Xu
Despite a vast body of scholarship delving into international students’ educational experience during the COVID-19 pandemic, little is known about the doctoral group's perception from a sociomaterial perspective. Utilizing a group of Chinese international doctoral students while drawing on semi-structured interviews, the article unpacks what and how matter and human forces are entangled with one another as bricolages to shape a disrupted doctoral trajectory. It reveals that, within working and social spaces, human agency and non-human matter mediate, forge and produce a doctoral trajectory embedded within a complex lived experience of responding to shifting dynamics during the pandemic. It also shows how doctoral students aligned material and social assemblages to construct sociomaterial bricolages that facilitate a restoration of relative stability. The study contributes to the literature of international doctoral education with a nuanced disclosure of its navigation as a continual process of mobilization, negotiation and construction emerging from the performative flow of sociomaterial practices. It concludes that a doctoral trajectory represents network operations of experiencing and accounting for, not just what humans do with matter, but what matter does to human thinking and action.
{"title":"A Sociomaterial Investigation into Chinese International Students’ Navigation of a Doctoral Trajectory During COVID-19","authors":"Xingzi Xu","doi":"10.1177/10283153221126247","DOIUrl":"https://doi.org/10.1177/10283153221126247","url":null,"abstract":"Despite a vast body of scholarship delving into international students’ educational experience during the COVID-19 pandemic, little is known about the doctoral group's perception from a sociomaterial perspective. Utilizing a group of Chinese international doctoral students while drawing on semi-structured interviews, the article unpacks what and how matter and human forces are entangled with one another as bricolages to shape a disrupted doctoral trajectory. It reveals that, within working and social spaces, human agency and non-human matter mediate, forge and produce a doctoral trajectory embedded within a complex lived experience of responding to shifting dynamics during the pandemic. It also shows how doctoral students aligned material and social assemblages to construct sociomaterial bricolages that facilitate a restoration of relative stability. The study contributes to the literature of international doctoral education with a nuanced disclosure of its navigation as a continual process of mobilization, negotiation and construction emerging from the performative flow of sociomaterial practices. It concludes that a doctoral trajectory represents network operations of experiencing and accounting for, not just what humans do with matter, but what matter does to human thinking and action.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43639722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-16DOI: 10.1177/10283153221126245
Betul Bulut-Sahin, Yaşar Kondakçı
The internationalization of higher education (IHE) has become a key policy issue for governments, a research field for scholars, a strategic priority for universities, and a career orientation for administrative staff. Yet, with recent social, political, and economic trends heavily embellished by globalization and neoliberalism, the term IHE has resulted in conflicting perspectives. Although there are numerous analyses on IHE, these analyses seldom focus on conflicts among different constituencies of the university (leaders, academics, administrative staff). This study aims at exploring the perspectives of key constituencies on the common conception and practice of IHE. The study was designed as basic qualitative research in which the data set was collected from four flagship universities in Türkiye. The results indicated a variety of academic, economic, political, and socio-cultural conflicts by different constituencies. These conflicts are mostly related to the association of IHE with neoliberal values while the progressive values remain invisible.
{"title":"Conflicting Perspectives on the Internationalization of Higher Education: Evidence from the Turkish Case","authors":"Betul Bulut-Sahin, Yaşar Kondakçı","doi":"10.1177/10283153221126245","DOIUrl":"https://doi.org/10.1177/10283153221126245","url":null,"abstract":"The internationalization of higher education (IHE) has become a key policy issue for governments, a research field for scholars, a strategic priority for universities, and a career orientation for administrative staff. Yet, with recent social, political, and economic trends heavily embellished by globalization and neoliberalism, the term IHE has resulted in conflicting perspectives. Although there are numerous analyses on IHE, these analyses seldom focus on conflicts among different constituencies of the university (leaders, academics, administrative staff). This study aims at exploring the perspectives of key constituencies on the common conception and practice of IHE. The study was designed as basic qualitative research in which the data set was collected from four flagship universities in Türkiye. The results indicated a variety of academic, economic, political, and socio-cultural conflicts by different constituencies. These conflicts are mostly related to the association of IHE with neoliberal values while the progressive values remain invisible.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46460255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-16DOI: 10.1177/10283153221126246
Johanna (Jo) Doyle, D. Edwards, Amanda Haddow
Over the past 30 years, mixed methods research has become an increasingly popular tool in the social sciences. Mixed methods research can capture a diverse range of perspectives and levels of complexities not always possible with the use of a single methodological approach. It has been effectively implemented in a range of contexts to explore program outcomes and investigate research questions. This paper explores the application of a mixed methods approach in the evaluation of large-scale, long running international development scholarship programs. The particular focus is on a project implemented to consolidate evidence relating to the long-term outcomes of alumni who completed higher education in Australia as part of an Australian development scholarship. In reflecting on five years of implementation, the paper describes the benefits, complexities and challenges of this approach, with the aim of informing others embarking on large-scale, long-term program evaluations.
{"title":"Applying Mixed Methods Research in Large-scale Programs – Tracing the Long-term Outcomes of Development Scholarship Alumni","authors":"Johanna (Jo) Doyle, D. Edwards, Amanda Haddow","doi":"10.1177/10283153221126246","DOIUrl":"https://doi.org/10.1177/10283153221126246","url":null,"abstract":"Over the past 30 years, mixed methods research has become an increasingly popular tool in the social sciences. Mixed methods research can capture a diverse range of perspectives and levels of complexities not always possible with the use of a single methodological approach. It has been effectively implemented in a range of contexts to explore program outcomes and investigate research questions. This paper explores the application of a mixed methods approach in the evaluation of large-scale, long running international development scholarship programs. The particular focus is on a project implemented to consolidate evidence relating to the long-term outcomes of alumni who completed higher education in Australia as part of an Australian development scholarship. In reflecting on five years of implementation, the paper describes the benefits, complexities and challenges of this approach, with the aim of informing others embarking on large-scale, long-term program evaluations.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46015621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1177/10283153221121397
Georgiana Mihut
Despite the potential for mutual learning, improvement of service provision, and the advancement of policy, research on first-generation migrant students and research on international students have remained stubbornly separate. This paper makes the case that education research would benefit from leveraging data on international students and that internationalization research and practice should more often include first-generation migrant students. To explore the benefits of this proposition, this article explores differences in the experiences of Irish-born domestic students, first-generation migrant students, and international students at Irish higher education institutions, using Eurostudent VI data collected in 2016. These comparisons show that first-generation migrant students report lower levels of preparation for the domestic labor market than both Irish-born domestic students and international students. International students are faring well on other indicators too, as they report higher levels of academic satisfaction and feeling more prepared for the international labor market than both first-generation migrant students and domestic students. Results also suggest that the academic satisfaction of the three groups of students is shaped by both common as well as divergent factors, indicating that interventions aimed to support each group may require additional tailoring. However, limitations of both quantitative and qualitative approaches to documenting the experiences of international students need to be considered as findings from this study and similar studies are used. By comparing the experiences of the three groups of students, this paper highlights the experience of first-generation migrant students, often overlooked in international higher education studies.
{"title":"Learning from Each-Other: Comparing the Experiences of First-Generation Migrant, International, and Domestic Students at Irish Universities","authors":"Georgiana Mihut","doi":"10.1177/10283153221121397","DOIUrl":"https://doi.org/10.1177/10283153221121397","url":null,"abstract":"Despite the potential for mutual learning, improvement of service provision, and the advancement of policy, research on first-generation migrant students and research on international students have remained stubbornly separate. This paper makes the case that education research would benefit from leveraging data on international students and that internationalization research and practice should more often include first-generation migrant students. To explore the benefits of this proposition, this article explores differences in the experiences of Irish-born domestic students, first-generation migrant students, and international students at Irish higher education institutions, using Eurostudent VI data collected in 2016. These comparisons show that first-generation migrant students report lower levels of preparation for the domestic labor market than both Irish-born domestic students and international students. International students are faring well on other indicators too, as they report higher levels of academic satisfaction and feeling more prepared for the international labor market than both first-generation migrant students and domestic students. Results also suggest that the academic satisfaction of the three groups of students is shaped by both common as well as divergent factors, indicating that interventions aimed to support each group may require additional tailoring. However, limitations of both quantitative and qualitative approaches to documenting the experiences of international students need to be considered as findings from this study and similar studies are used. By comparing the experiences of the three groups of students, this paper highlights the experience of first-generation migrant students, often overlooked in international higher education studies.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45576709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1177/10283153221121387
K. Lauridsen, J. Gregersen-Hermans
Providing targeted professional competence development for educators involved in planning, managing, and teaching internationalized higher education programmes is still a relatively rare phenomenon. This article provides an example of such a continuing professional development (CPD) programme and of how the effect and value of it may be evidenced. It is demonstrated how key academic staff were able to develop their knowledge, skills, and attitudes, and how some of them were able to set in motion and support change processes in their own higher education institutions (HEIs). The aim of the paper is therefore to show that, with a well-described CPD programme that has clearly defined, measurable, and achievable learning goals, and with a mixed method approach of quantitative and qualitative data sets, it is possible to evidence the value of the programme not only for the participants, but also for their institutions.
{"title":"Change Happens Through People: Evidencing the Value of Professional Development for Educators Involved in Internationalised Programmes","authors":"K. Lauridsen, J. Gregersen-Hermans","doi":"10.1177/10283153221121387","DOIUrl":"https://doi.org/10.1177/10283153221121387","url":null,"abstract":"Providing targeted professional competence development for educators involved in planning, managing, and teaching internationalized higher education programmes is still a relatively rare phenomenon. This article provides an example of such a continuing professional development (CPD) programme and of how the effect and value of it may be evidenced. It is demonstrated how key academic staff were able to develop their knowledge, skills, and attitudes, and how some of them were able to set in motion and support change processes in their own higher education institutions (HEIs). The aim of the paper is therefore to show that, with a well-described CPD programme that has clearly defined, measurable, and achievable learning goals, and with a mixed method approach of quantitative and qualitative data sets, it is possible to evidence the value of the programme not only for the participants, but also for their institutions.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42534651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.1177/10283153221121386
Anne C. Campbell, Thi Nguyen, Maia Stewart
In international education, climate change is an increasingly prominent consideration. International mobility contributes to global carbon emissions yet provides students with skills and knowledge to address climate change. Based on interviews with 17 individuals working in international education, this qualitative study illuminates how international educators view climate change: both as a threat and an opportunity for the field. When considering and mitigating international education's carbon emissions, interviewees reported mostly negative emotions: feeling stuck, frustrated, and overwhelmed. Interviewees also noted difficulties in logically and ethically reconciling the relationship, especially with student mobility as a key component of international education, providing several rationales for expanding international education to promote social and environmental justice. Notably, interviewees called for a reimagining of the field with more virtual exchanges and less air travel. Findings aim to inform higher education internationalization efforts – and student mobility specifically – in a time of climate crisis.
{"title":"Promoting International Student Mobility for Sustainability? Navigating Conflicting Realities and Emotions of International Educators","authors":"Anne C. Campbell, Thi Nguyen, Maia Stewart","doi":"10.1177/10283153221121386","DOIUrl":"https://doi.org/10.1177/10283153221121386","url":null,"abstract":"In international education, climate change is an increasingly prominent consideration. International mobility contributes to global carbon emissions yet provides students with skills and knowledge to address climate change. Based on interviews with 17 individuals working in international education, this qualitative study illuminates how international educators view climate change: both as a threat and an opportunity for the field. When considering and mitigating international education's carbon emissions, interviewees reported mostly negative emotions: feeling stuck, frustrated, and overwhelmed. Interviewees also noted difficulties in logically and ethically reconciling the relationship, especially with student mobility as a key component of international education, providing several rationales for expanding international education to promote social and environmental justice. Notably, interviewees called for a reimagining of the field with more virtual exchanges and less air travel. Findings aim to inform higher education internationalization efforts – and student mobility specifically – in a time of climate crisis.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42497173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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