Economic, cultural, political, technological, and communication factors are all included

under the umbrella term "globalization." Globalization in education refers to both the
requirement for educators to be more inclusive and the growing international mobility of
students and teachers.
A broader viewpoint is necessary to comprehend globalization in education, one that
unifies local, national, and global contextual effects. To adapt to these changes in the global
impact on education, school administrators must update educational policies and teachers must
broaden their cross-cultural skill set. International global education catalyzes bringing about
change on a worldwide scale, and there is an increasing need for educators and teachers who are
proficient in diversity. Greater cross-cultural understanding, improved international cooperation,
decreased racism and prejudice, the spread of technology and innovation, and increased living
standards around the world are some significant advantages of globalization in education.
Contextualized learning is a strategy that aims to connect theoretical concepts taught
during learning to a practical, real-world environment that is also a result of globalization,
according to researchers and academics Berns and Erickson (2001). The fundamental idea
behind the usage of contextual learning resources is straightforward. It acknowledges that
learners more easily comprehend and internalize instructions when they are placed in
environments, they are familiar with. To use in the teaching and learning process, the
Department of Education encourages all teachers to create learning resources. Better academic
success is the result of the learner's involvement with the learning material. The creation of
learning tools also contributes to addressing the DepEd central office's textbook scarcity.
To improve the teaching and learning process and improve students' academic
achievement, a few teachers in our division are creating their learning tools. It takes time to
produce and ensure the quality of learning resources so they can accomplish their goals,
especially in English for Specific Purposes (ESP). Since ESP materials are intended to be used in
the classroom, their prominence in the teaching environment tends to highlight the unique
characteristics of classroom discourse.
If the offered material may be used in a way that an expert would use real materials—for
instance, if the operations the learner performs on text and diagrams correspond to the uses a
scientist would make of them—that is how globalization has an impact on the creation of ESP
materials. This is a symptom of the larger issue of giving students a sufficient introduction to the
language proficiency needed for learning English. It has become clear that creating materials that
only aim to introduce students to linguistic features that are prominent in a specific field of
discourse without paying attention to the strategies required by the student who justifies the
contextualization of those features in the first place is insufficient when teaching language for
academic purposes.
If during the process, subject matter fidelity is not preserved due to globalization, the
original objective of contextualizing the materials, which is to prepare the students to cope with
true examples of specialized discourse, can be invalidated. Such error frequently has very
negative effects.
Berns, R. G., & Erickson, P. M. (2001). Contextual Teaching and Learning: Preparing Students
for the New Economy. The Highlight Zone: Research @ Work No. 5.