Introduction
Global Learning for Sustainable Development (GLSD) has been of international interest since UNESCO implemented its Education for Sustainable Development (ESD) objectives through the Framework for a Draft Implementation Scheme that introduce profound changes for higher education. The significance of this relates to the way we view the world in terms of learning as a global concern. Not only are we expected to understand the world we live in, we look for learning systems that are sustainable within a global culture. The authors address concerns for the complexity and interconnectedness of problems in a more holistic and multidisciplinary manner.
Policy declarations that emerged in the 1970's highlighted the growing concern and specific awareness of issues in higher education and global development. One of the two major themes of the Kyoto Declaration of 1993 states that higher education institutions take responsibility for educating the public through outreach activities (outlined in UNESCO, 1998) to increase awareness of Sustainable Development (SD). There are relatively few research articles on global learning and higher education which is to be expected as this domain has only been explored for twenty years.
The emerging of GLSD
Global learning is defined as the embedded practice of acquiring new knowledge through connections and links made to everyday life to understand how problems of global dimensions and lines of conflict can be minimised to create sustainable practice in education. The authors indicate that perception dictates that there is no one right answer to any problem, but that a variety of methods may complement and accommodate most situations. Knowledge is not bound by the Principles of Cause and Effect as the amount of information gathered and distributed is vast and valid for shorter periods. Knowledge has become more specialised laterally, so institutions have adopted new methods for learning required in a global context. The focus is on how global learning networks stimulate learning in groups.
Literature review findings: challenges of GLSD in higher education
University/institutional levels
Work in 2004 shows that higher education institutions are playing a significant role in educating the population by offering lifelong learning courses on community awareness in learning, research and innovation, and critical analysis of policy debates of global learning structures. Local universities act as a feeder for government to raise knowledge infrastructure of developed and developing countries. Online learning is seen to reduce cost and increase the flexibility of learning for an environmentally responsible generation. Therefore higher education supports integrating the national knowledge framework.
Existing methodology is not equipped to face the challenges of global learning comprehensively. Instead, three main attributes are seen as core elements of interest:
- the characteristics of students;
- a philosophy of education; and
- the process and content of education.
Curriculum level
Global learning is about careful analysis of information rather than rote memorisation. Commitment to learning (e.g. establishing interest, intrinsic motivation and goal-setting procedures) leads to situation monitoring. An approach of this sort requires specific competencies in group collaboration, systems thinking, integrated thinking, self-confidence, cooperation, flexibility, creative and lateral thinking, and the ability to reach a compromise.
An example of global learning systems where schools integrate mobile learning through interactive visits to exhibitions, workshops, classroom activities and corresponding auxiliary equipment for teachers can be found in Austria. Heuristic learning (e.g. learning through experimentation and experience) complements sustainable development in concepts such as environmental education, education for sustainable development, global learning and peace education. Adaptation and transformation is required for individuals to renegotiate concrete learning experiences as the situation relates to individual epistemic and ontological beliefs. Individual and group development of self-regulating systems that lead to goal-setting procedures are crucial in maintaining collaborative unity.
Global learning enhances traditional teaching and learning practices. A study of social policy from a global learning perspective focuses on how higher education in Britain promotes awareness, knowledge and understanding of sustainable development. Global learning enhances curriculum development as a result of its relevance and dynamism. Students are stimulated to broaden their outlook and think further than their individual and national context. Creativity and imagination are necessary components when critically analysing social policy on a global scale.
Content-based approaches limit a global perspective (e.g. focusing on what is taught rather than critically analysing the information provided). A focus driven approach (e.g. embedded learning that facilitates knowledge construction so students are able to internalise meaning/significance) requires more strategic planning rather than addition to content.
Individual level
One identified problem in teaching sustainable development is a common language. Much meaning is lost and integration of sustainable development practice into the curriculum is problematic. To empower and teach students, educators in higher education require substantial knowledge of issues in sustainable development themselves (e.g. subject matter expertise). Educators who are unfamiliar with the topic for discussion may inadvertently limit knowledge gathering for the students. Educators who can expand conceptions extend approaches to teaching and learning. Comprehensive education delivers information, know-how and belief systems that are synonymous with identifying and growing into a culture of sustainable development.
Analysis of empirical research on qualitative differences in student learning reveals that global contexts activate student commitment to learning about sustainable development. Students who developed critical thinking skills were found to have an awareness of the complexities and interconnecting concepts of sustainable development. Students who asked questions and reflected on subject matters relevant to sustainable development found dialogic exchange and being in an extended global learning space (e.g. being with similar others) beneficial to learning outcomes. Online discussion (e.g. social interaction with embedded learning activity) contributes to deductive rather than inductive reasoning leading to an holistic approach towards sustainable development and understanding the intricacies of global learning.
Discussion
Changing attitudes towards curriculum, pedagogy and higher education has meant that institutions with embedded sustainable development activities have increased transactive memory relevant to the growth of global perspectives. Crucial to understanding the scale, impact and complexity of global learning is the constructive use of tools to develop individual self-confidence. Consideration of political, socioeconomic and environmental factors shape the context and perspective of global knowledge on sustainable development.
Generating new global knowledge incrementally guides professionals in education to develop commensurate teaching strategies and curriculum design (e.g. flexibility to adapt and transform with new knowledge). More research on global settings (e.g. world society) is required to understand competency as an expression and a result. In order to integrate sustainable development into curricula, innovative approaches to multi-disciplinary, multi-lingual and multi-cultural understanding of competency should be investigated as a priority.
Conclusion
Alternative and multi-disciplinary theories, research strategies, and interventions are needed to sustain GLSD at higher education. Institutions cultivate values and perspectives based on local requirement and can vary from community to community. Suggestions for a competencies-driven curriculum takes rhetoric into praxis. Curricula in general integrates a global perspective without considering how students will learn in a global context. Pioneer research in gathering information on best practice teaching and learning strategies is ongoing.
GLSD is significantly linked to complexities which is an incentive to find holistic ways of teaching and learning. Student understanding of the complexities in a global context is pivotal to the competencies that are developed. By integrating competencies and knowledge based curriculum developed through knowledge capability theory, it is possible to see that one feeds the other (e.g. increased levels of competency correlate positively to new teaching strategies that generate new ability). This creates holistic knowledge and generates new capabilities to learn and handle complex theory.
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