Internationalisation of the Curriculum in Higher Education: A Case from a Mozambican University

Autor/inn/en	Ndaipa, Charnaldo Jaime; Edström, Kristina; Langa, Patrício; Geschwind, Lars
Titel	Internationalisation of the Curriculum in Higher Education: A Case from a Mozambican University
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2188773 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ndaipa, Charnaldo Jaime) ORCID (Edström, Kristina) ORCID (Geschwind, Lars)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2188773
Schlagwörter	Foreign Countries; Higher Education; Curriculum Development; Global Approach; Indigenous Knowledge; African Culture; College Faculty; Teacher Attitudes; Multicultural Education; Student Mobility; Foreign Students; Language Usage; Mathematics; Sciences; Ethnology; Mozambique + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Globales Denken; Africa; Culture; Afrika; Kultur; Fakultät; Lehrerverhalten; Multikulturelle Erziehung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Sprachgebrauch; Mathematik; Science; Wissenschaft; Ethnologie; Mosambik
Abstract	Internationalisation of the curriculum has been the subject of various debates in recent years in higher education institutions. In particular, the need to incorporate local knowledge systems when internationalising the curriculum continues to be a major challenge in African universities. This study explores faculty members' experiences inherent in the internationalisation of the curriculum at one Mozambican university. On the basis of semi-structured interviews with eleven faculty members, two research questions were investigated: (1) How do faculty members understand the internationalisation of the curriculum in their university?; and (2) How are local knowledge systems embedded in the internationalisation of the university curriculum? The findings revealed that the internationalisation of the curriculum is mainly understood in terms of developing intercultural knowledge, skills and values; mobility of students, teachers and academic programmes; and teaching international students and languages. Some practices suggest opportunities for a more decolonised approach in the internationalisation of the university curriculum, such as the integration of local languages and the practice of ethnoscience, with the main focus on ethnomathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01