Defining Global Education

Published: 2022-10-04
Defining Global Education
Type of paper:  Essay
Categories:  Education Society
Pages: 7
Wordcount: 1730 words
15 min read

Global education tends to be a creative method of ensuring change in society. It is considered to be an interdisciplinary approach to learning skills and concepts that are essential for one to function in a multicultural and interconnected world. Global education involves learning about the various issues and problems that spread across the national boundaries and the linkage of various systems such as economic, political cultural and technological. The education is based on universal values, for example, equality, inclusion, non-violence, solidarity tolerance, and justice (Anderson, 1990). The main issues addressed in global education include environmental sustainability, human rights, sustainable economic and cultural studies. The main aim of global education is to stress the function of global ethics in developing the humane, environmentally sound attitude towards the globe as one ecosystem. Global education also aims at teaching that the world citizens can overcome various problems such a climatic change. According to research, a person with global education knowledge understands that all humans originated from a single species that is surrounded by diversity (Gilliom, 1981). Global education is considered important in the current society since it connects the students with other people in other countries across the world thus helping the students to learn from them. This study intends to discuss and asses the adoption and implementation of global education in the United States.

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What reasons justify that we should take a global education? And the reasons why we should not take this view?

Global education has gained a wide recognition globally. Therefore, there is a need for the American educators to consider adopting it for the country to function and fit in the continuously transforming world. American educators should consider adopting global education due to various reasons that include. First, the global education is considered to be a future-oriented practice that tries to support the good education, the well-being in the higher learning institutions and also ensure that the rights of every person living in the United States are observed. This is because global education plays a significant function in developing skills and knowledge that are desired in the current society. Secondly, adopting global education will help the students to enhance their learning experiences in the United States higher learning institutions. The global education plays a significant role in linking the students through economics, immigration, and political aspects of certain societies. Thirdly, global education will enable American students to prepare and understand a wind range of viewpoints and show a clear understanding of various cultural aspects such as values, practices, and beliefs. This will enable them to understand the differences and similarities in various individual and cultures (Bista & Saleh, 2014). The students will also develop the knowledge of the global matter system, and dynamic problems thus showing to reflect, think and articulate issues and various challenges based on the historical, sociological and psychological comparative ground. Fourth, teaching the students about global issues and motivating them to view the world through other perspectives is of huge importance. According to research, in the current widely interconnected society, young people need to have the capability to engage in communication with people from various traditions and cultures (Floroaia & Floroaia, 2016). Most of the business in the United States tend to believe that schools should enable the young generation to think globally thus enhancing the need of American educators to adopt global education. However one of the reasons that may hinder the adoption of the education is that global education tends to create a tremendous amount of change some of which take time to adapt fully.

Difference between global education and multicultural education purpose and form?

Global education is interring disciplinary approach of learning skills and concepts that are essential for one to function in a multicultural and interconnected world. Global education is considered by its proponents to be both a goal and source of school change. This is because it creates the need to internationalize the education system to offer the United States students a proper understanding of the globe and encourage the exploration of the various subjects from global perspectives. The primary purpose of Global education is fostering a clear understanding of the world by creating global linkages that are visible to the people through environmental health issues, international trade, and telecommunication networks. The developments created by global education help to create an intercultural understanding and misunderstanding between nations around the world thus helping the students navigate the increasing depth of information. On the other hand, the multicultural education tends to be a progressive method that changes education to a holistically evaluate and create a response to the various discriminatory practices and policies in education (Holm & Londen, 2010). The primary purpose of multicultural education is ensuring that a student is interculturally competent through various dimensions that include, effective competence, cognitive competence aspect, and operational competence.

How global education affects the methodologies that are currently present in our classrooms? Do they uphold or diminish their effective influence on student achievement?

Global education has had various impacts on the methodologies that are present in our classroom in various ways, this includes, first, creating changes in the classroom practice. There is considerable evidence from the teachers and school staffs that global education triggered many changes in the classroom practices. The changes that occurred in the classroom classrooms were focused more on the methods of teaching and class management as compared to the contents of what was being taught. The teachers identified that most of the activities in the course, for instance, those that encouraged group work and increased self-esteem among the students enhanced their perspective of good primary practice (Byrnes, 1997). Therefore, they gathered some strategies aimed at managing and encouraging cooperative learning that was trailed in the classrooms. The global education also leads to the teachers introducing some other affirmative activities such as the use of the magic microphone to ensure that every student had a chance to speak. I support the powerful influences of global education since it ensures that every student is active in class for example by creating group work thus increasing the ability of the students to succeed.

How global education coincides with the academic expectations of No Child Left behind for all students? Is this no child left behind legislation a threat to the idea of incorporating a global view of education within American schools today? Why or why not?

Global education tends to coincide with the academic expectation of no child left behind in that: global education ensures that the students are conversant with the various issues that cut across the globe and the linkage of the various systems internationally to make the education system more competitive globally. On the other hand, The law of no child left behind also aims at making the American educational system internationally competitive through holding the schools responsible for the progress of the children and ensuring that they are offered the right quality of education that is acceptable international (Conley & Hinchman, 2004). Therefore, the idea of the legislation of the no child left behind law is not a threat to the global education since they are both focuses on ensuring that the United States education gains international acceptance through equipping the students with the education that cuts across countries boundaries.

Depending on the various pedagogical philosophies how much support does global education have among today's educators?

The global education tends to have much support from the current educators due to various reasons that include, first the education has facilitated collaboration among the students and teachers thus improving their understanding of specific global issues. The collaboration or group work spirit brought about by the global education has made the teachers to adopt new and better methods of teaching. Secondly, global education has also acted as a ground for teachers to learn as well as they teach their students. For example, the teachers can learn more about the new technologies that are being taught in the education system as they teach the students (Todor, 2015). Thirdly, global education has also enabled educators to identify the needs of the students easily. Considering the wide variety of information that is being taught, the teacher can determine the interest of the child and the areas where they have the best understanding.

Do the current educators employ all that the global education offers to our students or has the county on a 21st Century idealistic perspective of how education should look within our schools?

In the current education system, the educators have fully embraced what global education offers. This can be identified for example through the increased student's engagement in schools (Abdullahi, 2010). The educators also tend to embrace what globe education offers due to the interest of preparing the students for college and future career responsibilities. The current employers are in need of workers who have cross-cultural skills. Therefore, the educators must ensure that the students receive global education, which tends to offer the needed skills.


Global education involves learning about the issues and problems that tend to cut across the countries boundaries and involve the interconnectedness of the system in terms of culture, politics, and technology. It has been noted that global education involves appreciating our neighbors despite their background. The global education system had led to tremendous changes in the United States education system with the intention of making the American education to be globally competitive.


Anderson, L.F. (1990). A rationale for global education. In K.A. Tye (Ed.), Global education: From thought to action (pp. 13-34).

Abdullahi, S. A. (2010). Rethinking global education in the twenty-first century. In Global pedagogies (pp. 23-34). Springer, Dordrecht.

Bista, K., & Saleh, A. (2014). Assessing the Need for Graduate Global Education Programs in the United States. Journal of International & Global Studies, 5(2), 19-39.

Byrnes, R. S. (1997). Global education's promise: Reinvigorating classroom life in a changing interconnected world. Theory into Practice, 36(2), 95.

Conley, M. W., & Hinchman, K. A. (2004). No Child Left Behind: What it means for US adolescents and what we can do about it. Journal of Adolescent & Adult Literacy, 48(1), 42-50.

Floroaia, M., & Floroaia, A.-M. (2016). Intercultural Education-A Romanian School Necessity? Journal of Linguistic Intercultural Education, 9(3), 45-58.

Gilliom, M. E. (1981). Global Education and Social Studies. Theory into Practice, 20(3), 169.

Holm, G., & Londen, M. (2010). The discourse on multicultural education in Finland: education for whom?. Intercultural Education, 21(2), 107-120

Todor, I. (2015). Integrating Multicultural Education in Pre-Service Teacher Training Courses. Journal of Linguistic Intercultural Education, 8, 213-224

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