Ideas for internationalising teaching and learning activities

A successfully internationalised curriculum emphasizes a wide range of teaching and learning strategies designed to develop graduates who demonstrate international perspectives as professionals and as citizens. The strategies also support a diversity of learning modes and engage local students with international students.

Teaching and learning activities in an internationalised course can:

  • encourage students to use examples from their own experiences;
  • utilise international contacts and networks in the discipline/professional area;
  • include presentations or input from guest lecturers with international experience who address specific topics in the course;
  • focus on international issues, international case studies or examples;
  • require students to consider issues and problems from a variety of cultural perspectives;
  • require the establishment of working relationships with fellow students from diverse backgrounds and cultures – eg. tasks requiring analysis of media reports from international newspapers, interviews with international students and/or professionals who have worked internationally;
  • utilise electronic links and networks, such as email chat groups, with students of the discipline in other countries;
  • require students to locate, discuss, analyse and evaluate information from a range of international sources;
  • include problem-solving exercises and/or research assignments with an international or intercultural component;
  • require fieldwork with local organisations working on international projects or national projects with an intercultural focus;
  • include internships/placements in international or intercultural agencies;
  • involve reflective writing activities/tasks focusing on international or intercultural matters;
  • include simulations of international or intercultural interactions;
  • explicitly outline the thinking processes used in the discipline and discuss and analyse any cultural aspects of these;
  • require students to analyse the cultural construction of knowledge and cross cultural-practices;
  • include examples of the various value positions in multicultural UK and their implications for the field or profession;
  • compare and contrast approaches to cultural pluralism in different nations and their implications for citizens and for professional practice in the discipline;
  • examine ways in which particular cultural interpretations of social, scientific or technological applications of knowledge may include or exclude, advantage or disadvantage people from different cultural groups;
  • include analysis of the cultural foundations of alternative approaches to the profession/discipline;
  • require analysis of the issues, methodologies and possible solutions associated with current areas of debate within the discipline from a range of cultural perspectives;
  • explore cultural and regional differences in values and assumptions affecting the discipline and how these might impact on the actions of individuals;
  • include consideration of cultural assumptions in any analysis of possible responses to ethical and social issues related to the discipline/professional area;
  • explore comparative professional practices and their relationship to cultural values