Globalization, education, and sustainability are intricately linked, and global interdependency and interconnectedness ensue. Globalization has unravelled unprecedented pathways, with improved communication technologies steering countries towards transnational education. New transnational learning spaces are formed that promote cooperation in the knowledge society on the international level. Transnationalism exerts a dominant influence in tertiary education and the boundaries of education are no longer restricted nationally. Students are now global citizens. In response to these global educational developments and transnationalism, the United Nations (2004) has declared 2005–2014 the Decade of Education for Sustainable Development (ESD). However, the global presence of transnational programmes presents challenges for the implementation of ESD. ESD seeks to generate practical results through educational partnerships and collaboration at international, regional, national and local levels. All levels of education need to embed sustainability education in the curriculum to achieve a desirable global outcome. Transnational education gives students the opportunity to learn locally yet with global practical application. In New Zealand, the clean green image and awareness on sustainable living is emphasised and promoted more widely than in some countries. Students from some countries entering the New Zealand education system are not necessarily exposed to this focus on sustainability through their curriculum as there are differences in industrial expectations and living standards, culturally and environmentally. For curriculum equivalence transnational programmes should aspire to bridge the gap created by these differences in education for sustainability. This paper presents research on the cultural and environmental impact on transnational education. When students identify parallels as well as shortfalls between the home and host countries, their perspectives on sustainable practices become meaningful and their understanding enhances and extends global awareness. Lifelong capabilities are acquired and a feeling of responsibility is realised, which actively contributes to the development of a sustainable society.
|Keywords:||Sustainability Education, Transnationalism, Curriculum Equivalence|
Lecturer / Curriculum Leader, Faculty of Creative Industries and Business, UNITEC Institute of Technology, Auckland, Auckland, New Zealand
Lecturer, Faculty of Technology and Built Environment, UNITEC Institute of Technology, Auckland, Auckland, New Zealand
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