Toward a Curriculum for the Future

Synthesizing Education for Sustainable Development and Internationalization of the Curriculum

Bibliographic Data

ID21611269
AuthorsJeanine Gregersen-Hermans (0000-0003-4263-2690, Zuyd University of Applied Sciences, Brusselseweg, Heerlen, The Netherlands, corresponding author)
Year2021
Volume25
Issue4
Pages461-481
Publication date2021-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Studies in International Education (JOURNAL)
Journal identifiersISSN: 1028-3153 • E-ISSN: 1552-7808
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/10283153211031033
OpenAlexW3177509629
LanguageEN
Citations received6
References cited47

The need to solve the common global challenges at a systemic level in a collaborative, equitable, and culturally sensitive way naturally connects Education for Sustainable Development (ESD) and Internationalization of the Curriculum (IoC). The purpose of this article is to explore how ESD and IoC can strengthen each other and provide a more holistic student learning experience. The literature on ESD and IoC has been reviewed to identify the intersections in pedagogical approaches to curriculum design, delivery, and assessment. The review demonstrates how the ESD and IoC educational initiatives can be synthesized into a curriculum for the future, in which criticality plays a vital role. To illustrate this opportunity, the example of a curriculum innovation project at the International Business School Maastricht is provided. In this project, the Program for International Student Assessment (PISA) model of Global Competence developed by the Organisation for Economic Co-Operation and Development (OECD) has been applied as the conceptual underpinning for the design of a 2-year learning pathway Intercultural Business. The project highlights that to achieve their aims, ESD and IoC need to function as a joint defining lens for curriculum design and delivery. A collaborative and critical approach offers an opportunity to (re-)imagine the curriculum from the perspective of the United Nations Sustainable Development Goals (UNSDGs) and reach beyond the institution by engaging in sustainable and inclusive social change in line with the civic mission of the institution. The implications for the continuing professional development of lecturers and the need for students’ co-ownership of the curriculum are discussed

Business · Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Education for sustainable development · Engineering ethics · Internationalization · Management · Pedagogy · Political science · Sociology · Sustainable development · Engineering · Environmental Education and Sustainability · Innovative Education and Learning Practices · Sustainability in Higher Education

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