The extent to which educational efforts change the way students view themselves and the world is important to know, particularly if curricula have an international character and claim to develop attributes aligned with global citizenship. To our knowledge, there have been few, if any, longitudinal studies that assess the impact of programmes of global citizenship. Examining students, teachers’ and alumni perceptions of an experiential element of an international education curriculum designed with this aim, we found that some of the most marked effects stress individual benefits. This raises questions about the potential of an international curriculum, such as that offered by the International Baccalaureate, to disrupt existing attitudes and behaviours.
|Number of pages||14|
|Journal||Globalisation, Societies and Education|
|Early online date||10 Sep 2020|
|Publication status||Published - 30 Sep 2020|
- global citizenship
- International education
- longitudinal educational outcomes
- experiential learning
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- Department of Education - Professor
- Centre for the Study of Education in an International Context (CEIC)
Person: Research & Teaching