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How do faculties prepare future teachers for global topics?

Practical examples from Slovak universities

The research mapping the preparation of future teachers in global education topics (more info here - https://komenskehoinstitut.sk/ucitelia-pre-udrzatelnu-buducnost/) is now complete, and we have its results. Today, we bring you some interesting insights into the specific approaches and activities being implemented at the Matej Bel University (UMB) and the Comenius University (UK), which were the focus of our research. These may serve as inspiration for how to approach the topic of global education in school environment.


"Global education is a certain approach or a way of looking at humans and humanity, our place in the world, our relationships with other people, with other cultures, and with the natural world. It is an educational approach that, like education for sustainable development, has a cross-curricular character, meaning that in schools where it is applied, it is integrated as part of other subjects. This approach to education emphasizes aspects of globalization while also focusing on multicultural sensitivity, human dignity, intergenerational justice, and relationships between people on a global level. It prepares future teachers to address the challenges of globalization critically but with understanding. In short, if we want to have a sustainable society and live a good and dignified life in a healthy environment, we must have well-prepared teachers who can build competencies for sustainability within the education system."


This was one respondent's answer to the question of what they envision under the term "global education."


  • But what competencies should future teachers possess in this area?

  • How can we adequately prepare them for their future role?

  • Which practical, proven activities work in future teachers´ preparation?

  • And what plays a key role in modernizing the preparation of future teachers?


The role of global education in preparing future teachers is to sensitize students to global and cross-cutting topics so they can understand the importance of working with global goals, recognize their interconnectedness, and choose aspects they are capable of conveying to students in a school environment. Research has shown that cross-cutting competencies are currently perceived as peripheral, often seen as an optional, non-mandatory part of the curriculum. Therefore, the goal of preparing future teachers is to teach students to view subject-specific courses as tools through which they can develop cross-cutting competencies that not only inform but also shape the personality and character of children, fostering skills needed for the 21st century.


How to achieve this?


Current approaches in teacher preparation focus on two strategies. One is the creation of a standalone course on global education, which would require approval by the academic senate or inclusion in the accreditation process. The other is integrating global education into existing courses by incorporating global education topics, as well as innovative, experiential, and active learning methods into current study programs. These include experiential learning, social learning, design thinking, project-based learning, the PBL model, and tools such as radical candor and non-violent communication, which are already part of some optional courses. The aim is to provide flexible and adaptable preparation for students, focused on problem-solving and adapting to a changing world. The application of these methods results in a teacher who is competence-ready, equipped with theoretical and practical skills, critical thinking, and an interdisciplinary approach, and who understands how to think about and discuss global topics.


The overall approach seeks to combine academic education with practical engagement to foster a critical, active, and socially aware mindset in future teachers. This is also implemented through extracurricular activities, where students participate in programs organized in collaboration with NGOs and institutions. Participation in these activities can be recognized as academic credits.


A key element in modernizing the preparation of future teachers is building meaningful partnerships and creating networks with external partners. This primarily involves collaboration with NGOs, professional organizations, and private sector partners, as well as embracing internationalization and global perspectives.


What interesting courses and activities are practically functioning at the universities?

One notable course is Curious Learning offered at the UK. It connects real-world experiences with educational innovations through partnerships with external organizations. The course involves teaching various topics followed by a joint reflection process (one person conducts the lesson, another observes and provides feedback). According to one respondent, “the added value lies in coaching/mentoring, where students learn to provide constructive feedback and engage in reflection. This happens in a safe environment, enabling significant progress in how people approach learning. The course also includes a regular portfolio with reflections from each student, allowing for tracking their progress. The aim is to make the course a mandatory elective.”


At the UMB, the course Cross-Cutting Topics in Education focuses on global education as well as media literacy, multicultural education, environmental education, among other cross-curricular topics. These topics aim to sensitize future teachers to various issues. Cross-cutting competencies are complemented by so-called meta-competencies, which focus on character development and metacognition, with an emphasis on fostering critical thinking.

Service Learning, a strategy combining learning and service, has been practised at the UMB for over 10 years at both the faculty and university levels. UMB was the first university in Slovakia to introduce Service Learning into its higher education curriculum, and it now offers over 25 courses based on this strategy. This experiential learning method connects theoretical preparation with practical experience. The main goal is to enhance the quality of life and provide services to people in various communities (e.g., seniors, the unemployed, and individuals with disabilities) through student activities and projects. In addition to academic knowledge and skills, the strategy develops students' civic engagement, encouraging them to think globally, prioritize community needs over their own, map community requirements, and address them through their projects.


UMB also offers courses such as Games for the Planet, focused on global education, and Limits of Intimacy. Voluntary activities include Students for Students, where students create an engaging experiential program for a day, which is then offered to elementary or high schools.


At UK, there is an effort to implement a Project Weeks model inspired by the university-wide Life Projects at Tallinn University. This model involves interdisciplinary problem-solving of real-world issues, similar to the mentioned Service Learning approach. Projects must address community challenges. The approval of this model by the accreditation commission is currently pending.


Collaboration with the non-profit sector is evident in areas like LEGO robotics, micro:bits, and the implementation of game-based strategies in education. For instance, UK is preparing a short, intensive BIP course in collaboration with Impact Games, utilizing innovative teaching and learning methods. In this course, teachers and students collaborate to design educational games. It is crucial for future teachers to have the ability to create educational games to present content to children in engaging ways.


Collaboration with the private sector is also significant. Companies like Pixel Federation and Greenpower Slovakia provide students with insights into real-world practices for which they need to prepare children in the education process. These organizations also offer consultations and courses on topics such as group work setup, open communication (e.g., the Radical Candor principle), and the use of digital technologies (e.g., micro:bits, conductive paints, and Makey Makey).


The "Teachers for a Sustainable Future" project is co-financed by the governments of the Czech Republic, Hungary, Poland and Slovakia through Visegrad grants from the International Visegrad Fund.

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The project is co-financed by the Governments of Czechia, Hungary, Poland and Slovakia through Visegrad Grants from International Visegrad Fund. The mission of the fund is to advance ideas for sustainable regional cooperation in Central Europe.

"Teachers for a sustainable future"

Project ID: 22310033

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