Internacionalización del currículo universitario virtual en el contexto de la globalización

Abstract

Year after year the number of students in higher education increases worldwide, and particularly in the virtual mode. In the face of this reality, a series of phenomena combine that have driven university institutions to reinvent themselves. The objective of this work is to analyze the influence of globalization and internationalization on the curriculum of university education, with particular emphasis on Latin American virtual education. The methodology used is the review of both literature specialized in the subject and official documents of the agencies involved. The results reveal that: 1) multilateral agencies have been made efforts to establish two-way academic partnership and cooperation agreements, on the one hand, to promote the mobility of students and teachers, as well as the realization of joint projects; on the other hand, to promote the processes of quality control and internationalization of the curriculum. 2) Regarding virtual education in the region, the need to ensure and demonstrate the quality of its programs has been set, with the Latin American and Caribbean Institute of Quality in Distance Higher Education (CALED) being one of the main references regarding guidelines and instruments for evaluation and advice to universities on quality assessment and accreditation processes. It is concluded that the internationalization of the curriculum in virtual university education in Latin America faces the challenge of taking the step towards comprehensive internationalization, that is, the one that comprehensively impacts the curriculum from a conceptual and cultural structure including interdisciplinary studies and multiculturalism.

Cultural Dimension in Internationalization of the Curriculum in Higher Education

“…The internationalization of higher education is currently considered as one of its aims at a global level, shaping the very transformation of these institutions [2] at the macro (policy design and decision-making), meso (curricular structures and policies), and micro (teaching-learning process) levels [3]. This process of internationalization has a profound influence on the global ranking of higher education institutions (HEIs), as well as on increasing funding possibilities [4,5].…”

“…Valdés Montecinos [3] argues that internationalization of the curriculum is closely linked to the integration of the international and multicultural dimension in the curricula of study programs, with the main purpose of training citizens and providing them with technical competences (for the performance of the profession) and transversal competences (social action), both in national contexts and-and very pertinently-in international and multicultural environments. For the development and deepening of the topic of internationalization of the curriculum, interaction and intercultural aspects are involved, see Duong and Chua [2], Zelenková and Hanesová [18], and Ji [23], among others.…”

Percepciones de docentes frente al cambio en tiempos de pandemia

“…Preocupaciones/ planteamientos Globalización en la educación superior (Herrington & Summers, 2014;Lee, 2004;Vaira, 2004;Valdés, 2019) -El discurso de la globalización ha afectado la educación superior en el establecimiento de políticas, gobierno y organización académica.…”

Sustainable Development of Employability of University Students Based on Participation in the Internship Promotion Programme of Zhejiang Province

“…According to many previous studies [4][5][6][7][8][9][10][11][12][13][14][15], a range of factors relating to students' accomplishments during university are used to evaluate their future employability. These include academic literacy and cross-cultural communication.…”

“…In most cases, students complete internships prior to their academic graduation [3]. Internships during higher education are considered to be an important goal pursued by government education ministries in many different countries [4]. The standard of internships exerts an important impact on the quality of higher education institutions, but also bring certain challenges.…”