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Worldwide, educational institutions at every level are increasingly recognizing that learners must cultivate and demonstrate key global competencies - skills that seamlessly translate across work, academic, and community settings. Offering a timely and rigorously researched exploration into the future of learning, The Emerald Handbook on Teaching Global Competencies redefines citizenship by revealing how cultural, linguistic, and technological transformations are reshaping our collective identity and suggests that education must transcend traditional, geographically bound disciplines to fully equip learners for the challenges and opportunities of a rapidly evolving global landscape.
In this comprehensive work, interdisciplinary research meets practice. The Emerald Handbook on Teaching Global Competencies champions an integrated approach that fosters emotional and social intelligence, creative problem solving, and interdisciplinary thinking, while also valuing transcultural insights and Indigenous knowledge. Through a rich array of case studies, empirical research, and innovative pedagogies, chapter authors demonstrate how dynamic, multimodal, lifelong learning environments can cultivate the key global competencies needed to bridge cultural divides, empower communities, and promote sustainable development.
An essential resource for academics, educators, and policymakers, this volume offers not only a critical synthesis of theory and practice but also an inspiring vision for reimagining educational spaces. Chapter authors challenge conventional models and call for a transformative rethinking of what it means to be educated in the 21st century, where learning is a catalyst for creating resilient, inclusive, and globally engaged communities.
Globalization in the 21st century is generating enormous problems and opportunities that demand stronger, more holistic and visionary education. Unfortunately, most education systems in the world today are strongly influenced by narrow-minded, shortsighted, rigid thinking that emerges from sociocultural and economic dogmatism. Fortunately, this handbook pushes back hard against that dogmatism by producing a holistic perspective on 21st-century education. The editor and contributing authors use impressive creativity, interdisciplinary thinking, and diverse perspectives to produce very promising ideas and strategies that can improve education systems, and ultimately the world. This volume launches us forward into a highly productive, ethical 21st-century vision of education and learning.
— Dr. Donald Ambrose, Rider University, New Jersey, United States
Karen M. Magro is a Full Professor of Education in the Faculty of Education at The University of Winnipeg, Canada. Karen is a professor, writer, editor, and international educational researcher with over 40 years of teaching experience at all levels of education.
Part 1. Visionary Perspectives: Encouraging Sustainability and Life-Affirming Values
Chapter 1. The “Great Work” of Transformation: Learning that Anticipates a Symbiocene Era; Elizabeth A. Lange
Chapter 2. Envisioning Sustainable Futures with Global Competencies: A Comparison of Place-Based and Contextualised Pedagogies in Aotearoa, New Zealand and Urban Singapore; Patricia A. L. Ong
Chapter 3. Bringing Moral and Cultural Cosmopolitanism into Global Leadership Competencies: Promising Perspectives and Challenges; Ghada Sfeir
Chapter 4. Designing for Global Competence in Adult e-Learning: Building Reflective and Adaptive Learning through Inclusive Design; Ceri Pimblett and Lisa Rowe
Chapter 5. A Case for Relational Sustainability: Textiles, Early Childhood, and Sustainable Futures both Manageable and Imaginable; Catherine-Laura Dunnington
Part 2. Creativity, Critical Thinking, and Collaboration
Chapter 6. “Creativity is Our Hope”; Lynn Newton
Chapter 7. Experiential Learning Design to Teach Global Competencies: Cultivating Creative and Critical Thinking using Transformative Technologies; Saima Qutab, Nina Brosius, and Sean Kelly
Chapter 8. The Role of “Soft Skills” in Promoting Creative Productivity in Academically Talented Students: Integrating the Schoolwide Enrichment Model and Houndstooth Theory; Joseph S. Renzulli and Sally M. Reis
Chapter 9. Competent Thinking in a Challenging World; Douglas P. Newton
Chapter 10. Cultivating Adaptability Via Education and Continuing Professional Development; Daniel Xerri
Chapter 11. Intercultural Communication Competence in Pre-Service Teachers: From Traditional Activities to Digital Simulations; Alisa B. Wilson and Gabrielle Heard
Chapter 12. Metaphor and Personal Story: Teaching Communication, Critical Thinking, and Collaboration; Christine Boyko-Head
Part 3. Connection to Self and Others: Encouraging Intra and Interpersonal Skills
Chapter 13. Emotional Intelligence and Practical Strategies to Enhance Human Skills in a Digital World; Joanne L. J. Irving-Walton
Chapter 14. Integrating Social and Emotional Learning with Multimodal Learning Approaches; Amy Van Buren
Chapter 15. Care, Compassion and Catharsis: Emotional and Social Literacies Considered in an Autobiography and Memoir-engaging Imagination of a Lifelong Learner; Bev Hayward
Chapter 16. From Preparation to Practice: The Adjustment Journey of Teachers in Canadian Curriculum Schools Overseas; Robert C. Mizzi and Sunny L. Munn
Chapter 17. Being Open to Others: An Educator of Global Citizenship Reflects on Two Personal Experiences and Their Implications for Teaching Global Competencies; Lloyd Kornelsen
Chapter 18. Empowering Educators: Utilising AI for Professional Development in Higher Education; Natalie Quinn Walker
Part 4. Multiliteracies: Encouraging Creative and Interdisciplinary Learning
Chapter 19. Resisting the Post-Truth Funhouse Mirror: Emancipatory Media and Information Literacies Applying; Kay Johnson
Chapter 20. Community Art, Aesthetic Democracy and the Re-distribution of the Sensible Rhizomatic Experiences in Collaborative Mosaics; Bruno De Oliveira Jayme
Chapter 21. Artistic Pedagogies: Encouraging Imaginative and Creative Learning; Karen M. Magro and Jessica Sokolowski
Chapter 22. Oral History and Public History as Pathways to Global Competencies in Early Childhood and Primary Education through Digital Humanities Tools; Marina Bantiou
Chapter 23. Language, Learning, and Universality: Heritage Language Support Across Finland and England; Mariya Riekkinen and Haya Fakousch
Chapter 24. Fireflies, Nightcrawlers, Constellations, and Wolves: A Biophilic Narrative of Nature Stories in the Night; Cynthia Morawski
Part 5. Transcultural and Indigenous Perspectives
Chapter 25. wîcihitok, or Helping One Another in a Changing World; Yvonne Poitras Pratt
Chapter 26. Barriers and Bridges: Indigenous Pedagogies in the Landscape of Global Competencies Education; Terry Wotherspoon, Emily Milne, and Samantha Mullin
Chapter 27. Transcultural Science Education: Examining Transcultural Literacies Opportunities in the Manitoba K-10 Science Curriculum; Sarah Ragoub and Lilian Pozzer
Chapter 28. Using Ford’s Bloom-Banks Matrix to End Academic Violence for Black and Other Minoritized Students in the U.S.; Donna Y. Ford, Tanya J. Middleton, Hope Barnes, and Renae D. Mayes
Chapter 29. Personal Reflections on Indigeneity and Culturally Inclusive Education: Katerihwayénhstha (I am Learning), an Educational Journey; Karen Froman