LECTURE NOTES FOR PRE-RECORDED ED 301..

UNIT 4
TRENDS-AND-ISSUES-ON-CURRICULUM-AND-CURRICULUM-DEVELOPMENT
B. RESEARCHES ON CURRICULUM DEVELOPMENT (FOREIGN/INTERNATIONAL)
OBJECTIVES:
At the end of this lesson, the students will be able to:
K- Explain how culturally responsive teaching contributes to the effectiveness of an international curriculum
and describe the role of technology in advancing internationalization in education.
S - Analyze the benefits and challenges of studying abroad in the context of gaining international
perspectives and skills.
A- Appreciate the importance of internationalization in education and its role in fostering global
understanding and peace.
Current Trends and Emerging Needs in International Curriculum
Internationalization is an undeniable characteristic of contemporary society. It has permeated every corner
of every aspect of every culture around the world. Very few niche or small scale organizations exist in
strictly local environments. By contrast, one would be hard pressed to name a large organization that has not
crossed at least several borders in some or all of its operations.
Internationalization means that the world is more connected than ever, and this connection affects
almost every part of our lives and cultures. Most organizations, especially large ones, no longer
operate in just one country. They do business, share ideas, and collaborate with people across
different countries and cultures.
Example 1: Think of a company like McDonald's. It started in the United States but now has
restaurants in many countries around the world. It adjusts its menu to fit local tastes (like serving rice
in the Philippines or offering vegetarian options in India) while still maintaining its global brand.
Example 2: Another example is Netflix. Originally, Netflix was only available in the U.S., but it
now offers movies and shows to viewers worldwide. They even create content in different languages,
like Korean dramas or Spanish series, because their audience comes from many different countries.
International curricula are an integral part of modern education, often influenced by global phenomena
such as conflict, trade, and commerce. As these global influences evolve, so too must the educational
frameworks that prepare students for a diverse and interconnected world.
International curricula refer to the subjects and lessons taught in schools around the world, and these
are often affected by what’s happening globally, like wars, business, and trade between countries.
Because the world is always changing and becoming more connected, schools need to change their
teaching methods to prepare students to understand and work in different cultures and global
situations.

Examples:
 Conflict: If there’s a war in one part of the world, schools might teach more about peace, diplomacy,
and how countries can work together to solve problems.
 Trade: As countries trade goods, students learn about international markets, different cultures, and
how businesses in one country affect others.
 Commerce: With the growth of global businesses, students are taught about the global economy and
how to succeed in jobs that might require working with people from different countries.
In short, schools need to adapt what they teach so students are ready for a world where countries are
connected and affect each other.
Let's talk about some of the key ideas that have shaped the push for
internationalization in education."
Previous Calls for Reform
 Schoorman (2000) introduced a framework for schools to internationalize, emphasizing three key
characteristics: institutional commitment, organizational leadership, and resource availability.
Institutional Commitment: Schools need to be dedicated to becoming international. This means
they should make it a priority and show a strong commitment to it.
o Example: A school might create a special program to teach students about different cultures
and make sure it's an important part of their curriculum.
o If a school isn't truly committed to internationalization, it won’t be taken seriously or become
a priority. Without a clear goal or focus, it’s hard to make meaningful changes. When a
school is fully committed, it will dedicate time, effort, and attention to make sure
international programs or perspectives are included in education.
Organizational Leadership: Leaders in the school, like principals and heads of departments, must
support and guide the process of internationalizing the school.
o Example: The school principal might lead meetings to discuss new international programs
and work with teachers to implement them.
o Leaders set the direction and motivate others. If the principal or leaders don’t support
internationalization, it’s unlikely the rest of the school will follow. Good leadership helps
organize plans, encourage teachers, and make sure international goals are integrated into the
daily life of the school.
Resource Availability: Schools need to have the right resources, like money, materials, and training,
to support their international efforts.
o Example: The school might need to invest in new textbooks about global issues or provide
training for teachers on how to teach about different cultures.
o Internationalization often requires resources like funds, teachers, and materials. For example,
sending students to study abroad or bringing in international experts costs money. Without

the proper resources, schools can’t develop or sustain international programs, making it
difficult to achieve meaningful internationalization.
Successful internationalization, according to Schoorman, includes both micro and macro-level
implementations.
 Micro-level: This could involve individual classrooms and specific subjects. For instance, a history
teacher might include more international history in their lessons.
 Macro-level: This involves the entire school system and policies. For example, the school might
develop a school-wide program that includes international exchanges or partnerships with schools in
other countries.
**Reporter**: "Now, let's look at how internationalization affects our
teachers."
Internationalization for Faculty
Hung (2000) provides an interesting case study whereby professionals from two schools, Hong Kong
Polytechnic and the University of Warwick, enrolled in an exchange program. The author describes how
students’ learnings were twofold:
1. They learned how to perform technical skills from the point of view of the other culture
Learning Technical Skills: Teachers learned new ways to teach technical skills from the
perspective of a different culture.
2. They gained significant exposure to the host culture.
Experiencing a New Culture: They also had the chance to experience and understand the
culture of the country they visited. This means they got to learn about the local customs,
traditions, and ways of life in the host country.
In short, the exchange program helped teachers improve their teaching skills and gain a deeper
understanding of a different culture.
Colbert (2010) is a strong proponent of faculty development in diversity issues for the purpose of
strengthening the international program. This idea of culturally responsive teaching is purported as a
primary mechanism for leading any sort of study that may immediately or eventually take the form of an
international curriculum and was evidenced in the series of workshops outlined in the paper. It should be
logical at this point that in order to effectively operate the international curriculum, some measure of culture
ought to be present. The author eventually makes tangible recommendations to the educator about how to
handle diversity issues within the classroom.
Colbert (2010) emphasizes the importance of training teachers to handle diversity to improve international
programs. He argues that teaching in a way that respects and incorporates different cultures is crucial for
developing an international curriculum. This idea was supported by workshops described in his paper.
Essentially, to run an international curriculum effectively, teachers need to include cultural elements in their

teaching. Colbert provides practical advice on how educators can address and manage diversity in their
classrooms.
Example: If a teacher is preparing a lesson about global history, Colbert's approach would suggest
that the teacher include perspectives from various cultures and countries to give students a well-
rounded view. For instance, when discussing ancient civilizations, the teacher would present not just
Western civilizations but also those from Africa, Asia, and the Americas to provide a more inclusive
understanding of history.
**Reporter**: "Let's move on to the students—after all, you are the reason for these
changes!"
Internationalization for Students
Mahon (2007) describes teaching abroad programs as catalysts for the development of the emerging teacher.
A slight bridge is crossed here as this author discusses exchange programs from the perspective of both the
student and the teacher: the idea that aspiring teachers, as undergraduate students, will best benefit from
completing part of their coursework overseas.
Other works describe study abroad programs strictly for the benefit of undergraduate business students.
Bryant, Karney and Vigier (2010) provide a case study in which students participate in a program between a
US university and a French business institute. Three main items were analyzed: differences in curricular
content, culture, and language.
Mahon (2007) talks about how teaching abroad programs can help future teachers grow and improve.
He explains that these programs aren't just for the students, but also for the teachers. When students
who want to become teachers study abroad, they gain valuable experiences that can make them better
teachers in the future. For example, if a student spends a semester in another country, they learn new
ways of teaching and gain a deeper understanding of different cultures. This helps them become more
well-rounded teachers who can connect with diverse groups of students.
Other researchers, like Bryant, Karney, and Vigier (2010), focus on study abroad programs
specifically for business students. They describe a case where students from a US university and a
French business school took part in an exchange program. These students faced differences in three
key areas: the curriculum (what is taught), the culture (how people think and behave), and the
language (how people communicate). For example, a business student from the US might discover
that business practices in France emphasize long-term relationships, while in the US, short-term
results are often prioritized. This type of experience broadens students' perspectives and prepares
them for the global business world.
**Reporter**: "Finally, let's discuss how entire institutions are internationalizing."
Internationalization of the Institution

Eagan and Benedick (2008) note that most tertiary level international curriculums are housed
within the International Business (IB) departments and, accordingly, generally take the form of an IB
course or program. They argue for the elimination of these departmental lines and propose a more
general curriculum whereby students are exposed to cultural studies as opposed to domestic and
international cultures
Explanation: The "internationalization of the institution" refers to the idea of making schools,
especially universities, more globally connected and focused on teaching students about different
cultures and countries, not just their own. Eagan and Benedick (2008) talk about how, in many
universities, international topics are often found only in the International Business (IB) departments.
These are courses where students mostly learn about business in different countries. However, they
argue that we should stop limiting international education to just these business courses. Instead, they
suggest that schools should create a broader curriculum where all students can learn about different
cultures, not just how things work in their own country or in businesses.
For example, imagine a university that offers a general course on "Global Cultures," where students
learn about traditions, languages, and histories from all around the world. This would be different
from just learning about international business. Instead of focusing on how to do business in China
or Europe, students would learn about the values, ways of life, and art from these places.
Utsumi (2005) offers an interesting mechanism targeting global education and, ultimately, global peace: the
use of advanced telecommunications including the Internet. This report builds a case around the use of
technology—at the institutional level—whereby students may access other cultural and geographic areas
virtually and that this cost-effective educational methodology may ultimately pave the way to what we
might conceptualize as an international curriculum.
The author states, “If global peace is ever to be achieved, global scale education, with the use of the modern
digital telecommunications, will be needed to create mutual understanding among nations, cultures, ethnic
groups, and religions.
Explanation: Utsumi (2005) adds another idea for how schools can become more international. He suggests
using technology, especially the internet, to connect students from different parts of the world. This way,
students can "visit" other countries and learn about other cultures without leaving their home. For example, a
student in the Philippines could join an online class with students from the U.S., Japan, or Africa, allowing
them to talk about their cultures and learn from each other in real-time. This is a cheaper and easier way to
expose students to global education. Utsumi believes that if people from different countries understand each
other better, it could help create world peace.
To make it simple:
- Eagan and Benedick want schools to teach more about global cultures and not just focus on
business when it comes to international topics.
- Utsumi thinks technology like the internet can help students learn about different parts of the world,
leading to more understanding between countries, which could help build peace.

Conclusion
In conclusion, the internationalization of education is both a reflection and a necessity of our
increasingly interconnected world. As global influences such as conflict, trade, and commerce continue to
shape societies, educational frameworks must evolve to prepare students for these dynamic realities. The
integration of international curricula is essential in this context, providing students and educators alike with
opportunities to engage in diverse cultural experiences and to develop the skills needed in a globalized
society. Past efforts to reform and adapt educational systems highlight the importance of institutional
commitment, faculty development, and the inclusion of international perspectives at all levels of education.
Moving forward, the use of technology and the promotion of global-scale education may further enhance the
reach and effectiveness of international curricula, ultimately contributing to a more peaceful and culturally
aware world.
"So, as we wrap up, remember this: the more we learn about the world, the better equipped we are to contribute to
it. International education is not just about learning facts; it's about building a future where we understand and
respect each other, no matter where we come from. Let's make it happen!"
References:
Richter, J. J. (n.d.). The international curriculum: current trends and emerging needs. FHSU
Scholars Repository. https://scholars.fhsu.edu/aljsr/vol3/iss1/5/?utm_source=scholars.fhsu.edu
%2Faljsr%2Fvol3%2Fiss1%2F5&utm_medium=PDF&utm_campaign=PDFCoverPages
UNIT-IV-Trends-and-Issues-on-Curriculum-and-Curriculum-Development.pptx. (2023, April
15). [Slide show]. SlideShare.
https://www.slideshare.net/slideshow/unitivtrendsandissuesoncurriculumandcurriculumdevelo
pmentpptx/257399404
PREPARED BY:
CHAILA JANE P. SABELLO
BEED 3
SUBMITTED TO:
MRS. ANNA MANELEINE B. CALUSCUSIN
ED301 COURSE FACILITATOR

LECTURE NOTES FOR PRE-RECORDED ED 301..

LECTURE NOTES FOR PRE-RECORDED ED 301..

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LECTURE NOTES FOR PRE-RECORDED ED 301..