International trends in education 4100-IVMTwED
The aim of the course is to acquaint students with the global dimension along with latest tendencies in education, basing on most effective foreign practices. It is attained through identification and critical review of processes and developmental trends characteristic for contemporary education in the world, Europe and Poland. Examined will be relationships between current social changes in the world (a wide educational context) and social functioning of the actors of those changes on a global scale. The overall result of students’ participation in the course will be their in-depth awareness of global changes and processes that exert their influence on gaining knowledge and skills which allow for informed participation in education and effective managing of educational process through gaining objective viewpoints and professional practice.
Issues covered in class meetings constitute six thematic areas:
1. Introduction: main trends and challenges of contemporary education: Poland – Europe – the world. Problem Based Learning projects.
2. Education after COVID-19
3. Internationalization, mobility, inclusivity
4. Global developmental trends vs nature and technology; identity and belonging; knowledge and power
5. European Educational Space, European Universities, global educational space, global education
6. Skills and competences of the future; life-long learning
7. Presentation of students’ projects based on PBL.
Mode
Course coordinators
Learning outcomes
The graduate
Knowledge - knows and understands :
- terminology relating to education studies in its global dimension, along with its application to social and political discourse, along with educational enterprises K_W02
- the most important traditional and contemporary trends and systems in psychological and pedagogical thinking and their historical and cultural contexts K_W18
- the importance of a multicultural, tolerant and multilingual society K_W20
Skills – is able to:
- search, analyse, evaluate, select and use information, using a variety of sources and methods, including advanced information and communication techniques, in Polish and English and, optionally, in French or German K_U01
- present their ideas, concerns, suggestions and arguments, in Polish and in English, optionally in French or German, supporting them with chosen theoretical perspectives and diverse viewpoints K_U22
- use their knowledge – formulate and solve complex and untypical problems and perform tasks in an innovative manner in unpredictable conditions through adapting existing methods and tools or creating new ones K_U13
- perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the organisational skills necessary in designing and implementing professional educational activities; can act as a team leader K_U25
Social competences – is prepared to:
- correctly identify and resolve dilemmas associated with the teaching profession K_K08
- fulfil social obligations, inspire and organise activities in favour of the social environment, build civil society, initiate actions for the public good, think and act in an entrepreneurial manner K_K04
- undertake psychological, pedagogic and educational actions in school, out-of-school and academic settings; is confident of their meaning and appropriateness, is ready to face professional challenges K_K10
- undertake educational actions in an international context and function on the global job market K_K11
- take responsibility for the promotion and preservation of the cultural heritage of the region, country and Europe K_K03
Assessment criteria
The final grade is based on:
1/ participation in class meetings (allowed is 1 unjustified absence) – 30% of the final grade
2/ active participation in discussions and preparation for classes– up to 30% of the final grade
3/ team educational project based on the PBL method and its presentation in class (up to 40% of the final grade according to such a grid: 5.0=40%; 4.5=35%; 4.0=30%; 3.5=25%; 3.0=20%).
The final grade is a weighted average, and its percentage range is as follows:
100- 90%- very good (5)
89,99- 85-% - more than good (4,5)
84,99- 75-% - good (4,0)
74,99- 70-% - more than satisfactory(3,5)
69,99- 50-% - satisfactory (3,0)
49,99 i poniżej % - unsatisfactory.
Bibliography
Core:
Języki Obce w Szkole. FRSE. www.jows.pl
OECD. Trends Shaping Education, 2022 https://www.oecd.org/education/trends-shaping-education-22187049.htm
Poszytek, Paweł. The Competences 4.0 as Facilitators in the Realisation, Management and Sustainability of Erasmus+ Projects in the Times of the COVID-19 Pandemic. Warszawa: Poltext, 2021.
Żyłkiewicz-Płońska, Emilia. Europejski wymiar w edukacji młodzieży akademickiej: Studium porównawcze. Białystok: Katedra Wydawnictwo Naukowe, 2016.
Verger, Antoni, Mario Novelli, and Hülya Kosar Altinyelken, eds. Global Education Policy and International Development: New Agendas, Issues and Policies. London: Bloomsbury Academic, 2012.
Complimentary:
Barrett, Martyn. ed. Interculturalism and Multiculturalism: similarities and differences. Council of Europe Publishing, 2013.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: