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Advancing International Mindedness in Educational Practices: A Literature Review

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Advancing International Mindedness in Educational Practices: A Literature Review

Overview

This research brief explores the multifaceted concept of international mindedness (IM), a cornerstone of global education that prepares students to navigate and contribute to a complex, interconnected world. Through a thorough review of literature, we explore how IM is conceptualized, taught and practised within International Baccalaureate (IB) schools and beyond, highlighting key strategies, challenges and pedagogical considerations. Central to our findings is the understanding that IM transcends academic knowledge, fostering a deep appreciation for cultural diversity, multilingualism and global engagement. By examining successful practices across various educational settings, this brief identifies essential components and innovative approaches to cultivating an international mindset among students. This comprehensive analysis enriches the current discourse on global education and serves as a practical guide for educators, administrators and policymakers aiming to integrate IM into their curricula and school cultures. This work highlights the valuable role of education in developing globally minded citizens who are equipped to contribute meaningfully to more sustainable and just human and planetary futures.

Introduction

International mindedness (IM) is a core concept in international education, especially emphasized in International Baccalaureate (IB) programs (Norman, 2022). It embodies an understanding and awareness that collective action and shared knowledge can enhance global understanding and foster responsibility towards global and local realities (Singh & Qi, 2013). The IB organization aims to develop internationally minded individuals who acknowledge their shared humanity and responsibility for the planet, thereby contributing to a more inclusive community (Hill, 2012).

In IM, students are encouraged to appreciate their own cultural and national identities and to respect and understand diverse perspectives (Culross & Tarver, 2011). This perspective-taking fosters global citizenship and helps to overcome limited worldviews informed by singular experiences of nationality, culture or personal experience. IM is about identifying and engaging with the world’s diversity, promoting empathy and developing self-awareness while respecting different cultural elements (Harwood & Bailey, 2012).

References

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