The term global education and international

education are used to describe strategies for:

 Gaining knowledge for world cultures

 Understanding relationships among world
regions and peoples
 Examining the nature of cultural differences
and national or regional problems
 Acting to influence public policy and private
behavior on behalf of international
understanding, tolerance, and empathy.
 GLOBAL INTERNATIONAL

Focuses on Develop
Encompasses
the inter- skills , studies of
knowledge specific areas or
related nature and attitude
of condition , needed for regions of the
responsible world as well as
issues, trends, participation
in a global
the in-depth
processes and community examination of
events. the aspects of
the culture.
 Day-to-day lives of average citizens around
the world are influenced by international
connections.
 Raising the perspective consciousness of
students and addressing ethnocentric
barriers.
 To see the human condition and clarify their
understanding.
 Technical developments of global systems of
communication and transportation.
 The change from local or national economies to global
economy.
 The increased interaction among societies
 The world-wide political interdependence
 The impact of human activities upon the planet’s
ecosystem
 The power of art and popular culture
 Our consciousness that we are members of the global
human species
 The changes in land use
 Rapid change is operative and characteristic
 Increasing number of corporation and jobs
with international connections
 Information Age
 Political Changes
 Interdependent Global Economy
 Problems and benefits related to
Globalization
 Use an interdisciplinary approach within and beyond
social studies and make links to multicultural
education
 Take advantage of technology
 Utilize primary sources from other countries
 Emphasize interactive methodology
 Address global issues with an approach that promotes
multiple perspectives and intellectual honesty and
actions
 Encourage new avenues for research in international
areas
 Teacher’s knowledge, skills and training
 The global education curriculum was not an
acknowledged curriculum area
 Lack of resources
 National Politics
 Nationalism, Religion and Cultural Isolation