Global–Local Learning Ecosystems for Societal Purpose: A Latin American Perspective
שמור ב:
| הוצא לאור ב: | Education Sciences vol. 15, no. 12 (2025), p. 1693-1708 |
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| יצא לאור: |
MDPI AG
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| גישה מקוונת: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15121693 |2 doi | |
| 035 | |a 3286275928 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Henao-Romero, Kelly M | |
| 245 | 1 | |a Global–Local Learning Ecosystems for Societal Purpose: A Latin American Perspective | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Higher education faces an urgent demand to respond to global challenges, yet many responses remain tentative. This urgency has intensified in the early 2020s, a period marked by escalating geopolitical tensions and environmental crises. While education alone may not address the root causes, it plays a pivotal role in fostering learners’ resilience and skills that can influence meaningful change. Guided by a theoretical analysis, this article examines what characterises a learning environment that engages learners with global complexities. We review three major bodies of literature: global and intercultural learning, education for sustainability with its transformative approaches, and Latin American perspectives on social engagement. Though sharing common aims, they have largely been treated in isolation. By identifying contributions and gaps, we propose a new characterisation for equipping learners to tackle global complexities locally. We conceptualise it as an ecosystem with four interacting dimensions: societal purpose, an enabling learning environment, a network of actors, and a global–local connection. Drawing on Latin American perspectives, the framework situates societal purpose at its core and fosters ecosystems where diverse actors learn together. Ultimately, the framework is designed to guide both course-level innovation and institutional strategies for global learning. | |
| 610 | 4 | |a United Nations Educational Scientific & Cultural Organization Organization for Economic Cooperation & Development | |
| 653 | |a Study abroad | ||
| 653 | |a Pedagogy | ||
| 653 | |a Higher education | ||
| 653 | |a Collaboration | ||
| 653 | |a Curricula | ||
| 653 | |a School environment | ||
| 653 | |a Globalization | ||
| 653 | |a Climate change | ||
| 653 | |a Labor market | ||
| 653 | |a Bibliometrics | ||
| 653 | |a Sustainable development | ||
| 653 | |a Citizen participation | ||
| 653 | |a Experiential learning | ||
| 653 | |a College campuses | ||
| 653 | |a Service learning | ||
| 653 | |a Independent study | ||
| 653 | |a Educational Practices | ||
| 653 | |a Competence | ||
| 653 | |a Physical Mobility | ||
| 653 | |a Active Learning | ||
| 653 | |a Reflection | ||
| 653 | |a Learning Processes | ||
| 653 | |a Learning Theories | ||
| 653 | |a Inplant Programs | ||
| 653 | |a Evidence | ||
| 653 | |a Cultural Pluralism | ||
| 653 | |a Global Approach | ||
| 653 | |a Concept Mapping | ||
| 653 | |a Multicultural Education | ||
| 653 | |a Citizenship | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Classroom Environment | ||
| 653 | |a Cross Cultural Training | ||
| 653 | |a Cross Cultural Studies | ||
| 700 | 1 | |a van der Zande Indira S. E. | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 12 (2025), p. 1693-1708 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3286275928/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3286275928/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3286275928/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |