Article citationsMore>>

Ferrer-Balas, D., Adachi, J., Banas, S., Davidson, C. I., Hoshikoshi, A., Mishra, A., Motododa, Y., Onga, M., & Ostwald, M. (2008). An international comparative analysis of sustainability transformation across seven universities. International Journal of Sustainability in Higher Education, 9, 295-316. doi:10.1108/14676370810885907

has been cited by the following article:

• TITLE: A Global Classroom for International Sustainability Education

  AUTHORS: Arnim Wiek, Michael J. Bernstein, Manfred Laubichler, Guido Caniglia, Ben Minteer, Daniel J. Lang

  KEYWORDS: Sustainability Education; International Education; Project- and Problem-Based Learning; Interdisciplinary Education

  JOURNAL NAME: Creative Education, Vol.4 No.4A, April 30, 2013

  ABSTRACT: Sustainability studies put emphasis on social-environmental-technical problems with local manifestations and global impacts. This makes especially poignant the need for educational experiences in which students confront the challenges of crossing cultural, national, and geographical boundaries in a globalized world and understand the historical, epistemological and ethical underpinnings of these diverse cultural conditions. The success criteria to evaluate the educational experiences demanded by the globalization of education, however, are yet to be specified and used in novel educational opportunities. A brief review of international sustainability education options currently available to students reveals a gap between the knowledge students may need to succeed in a globalized world and the opportunities available. Into this landscape, we introduce The Global Classroom, an international collaboration between Leuphana University of Lüneburg in Germany and Arizona State University in the US. The project strives for an interdisciplinary and cross-cultural approach to equipping students with the knowledge, skills, and attitudes required to take on sustainability challenges in international settings. We discuss the structure and organization of the Global Classroom model and share preliminary experiences. The article concludes with a reflection on institutional structures conducive to providing students with the international learning opportunities they may need to tackle sustainability problems in a globalized world.