The modern world has experienced a considerable phenomenon called globalization, which has affected many facets of society, including education. How education is viewed, provided, and experienced has undergone significant change due to the integration of economies, civilizations, and cultures (Makarova, 2019). This essay examines how globalization affects education and how it might be used in a particular educational setting. In addition, this essay will evaluate the selected scenario using one key idea from the curriculum.
Internationalization in higher education will be the educational context that will be examined in this essay, notably in the context of international students in the UK. As institutions struggle to attract and maintain international students, internationalization has become a crucial global component of higher education. Given that the UK has long been a popular destination for overseas students and their presence has a considerable impact on the economy and society, the context of these students is especially pertinent (Khanal, 2019).
Cultural capital is the main idea that will be utilized to examine the situation. Cultural capital describes the information, abilities, and social advantages people have due to their experiences and cultural upbringing. Given that it affects the experiences and outcomes of international students in higher education, it is especially pertinent in the context of internationalization (Huang, 2019). The idea of cultural capital will be utilized to investigate how overseas students’ cultural backgrounds and experiences affect their educational experiences and results in the UK.
This essay aims to make the case that globalization has a considerable impact on education, significantly higher education and that these effects are seen in the experiences and results of international students studying in the UK. A valuable idea for examining the effects of globalization on education and comprehending the experiences of international students in the UK is cultural capital. The essay will offer proof for this claim by referencing pertinent writing and research on globalization, education, and cultural capital. In order to assess the experiences of international students in the UK, this article will look at how globalization has affected education and how the idea of cultural capital might be applied. The context of internationalization in higher education is significant, as it reflects the changing nature of education in the globalized world. Using cultural capital as a lens, this essay will provide insights into how international students navigate the cultural and educational challenges they face in the UK and highlight the importance of considering cultural backgrounds and experiences in promoting equitable educational opportunities.
The phenomenon of globalization is broad and intricate, and it has had a significant impact on many facets of human life, including education. It is usually understood as individuals, businesses, and nations worldwide becoming more interconnected and dependent on one another. Globalization has a significant impact on education and has produced both positive and negative results. Many theoretical stances on globalization and education exist (Lee,2021). According to one viewpoint, the spread of Western ideologies and values results from globalization’s homogenizing effects on national identities and cultures. This viewpoint sees education as a means of enforcing Western culture and economic dominance over non-Western cultures. From a different angle, globalization is seen as a liberating force that fosters chances for intercultural communication and education. From this angle, education is seen as a way to encourage multiculturalism, tolerance, and global citizenship (Daiyun, 2022).
Education has been impacted by globalization in many different ways. The growth of international education is one of globalization’s most notable effects on education. Students can now experience many cultures, languages, and viewpoints thanks to the expansion of foreign schools, institutions, and exchange programs. This has prompted the creation of more cosmopolitan and globally focused curricula that seek to prepare students for a world that is changing quickly and is increasingly linked. The content and delivery of education have also been impacted by globalization (Appuhamilage, 2019). Education professionals may now access and share knowledge worldwide thanks to the proliferation of information and communication technologies (ICTs). This has prompted the creation of fresh instructional strategies and study materials considering various cultural viewpoints and methodologies. Moreover, globalization has resulted in standardizing educational frameworks and credentials, facilitating cross-border student and educator mobility (Awad, 2022).
Globalization has also had a significant impact on my chosen educational setting, which is parental involvement in secondary schools in Belfast. For instance, more inclusive and multicultural curricula have been developed due to the city’s growing cultural variety and increased immigration. Due to the opportunity for pupils to learn about many cultures and viewpoints, intercultural tolerance and understanding have been encouraged. Also, the development of new technologies and instructional techniques due to globalization has allowed parents to be more actively involved in their children’s education, wherever they may be (Portera, 2020).
However, standardization of educational policies and procedures has also resulted from globalization, which can be troublesome for schools and parents with varied requirements and objectives. For instance, a restricted and uniform approach to education that disregards individual children’s particular needs and abilities may result from the emphasis on standardized testing and rankings. The education of international students in the United Kingdom (UK) has been selected as the educational backdrop for this study (Long, 2020). International students, a significant and expanding component of the UK higher education sector, are defined as students who are not nationals of the nation in which they are enrolled. According to the UK Council for International Student Affairs, over 485,000 international students were studying in the UK in 2019/20, representing 19% of the total student population in the country (Martinez, 2022).
It is impossible to exaggerate the importance of international students in the UK. They significantly impact the economy and bring a variety of viewpoints, information, and skills to UK higher education institutions. The UK government has set a target of raising the number of international students to 600,000 by 2030 in recognition of the value of these students to the nation. Globalization, however, has posed difficulties and problems for international students in the UK (Qureshi, 2021). Integrating social and cultural norms is one of the main difficulties. International students often struggle to integrate into a new cultural and social setting, which can cause them to experience feelings of loneliness, homesickness, and isolation. Their academic performance and mental health may suffer as a result. Financial stress is another problem experienced by overseas students. For many overseas students, the cost of living and tuition in the UK can be unaffordable, which might restrict their access to higher education.
The higher education market in the UK is now more competitive due to globalization. The number of international branch campuses and online learning possibilities has increased due to the worldwide competition faced by UK universities. In order to maintain their competitive advantage, UK institutions have been under pressure, which has led to a stronger emphasis on research, innovation, and entrepreneurship. International students’ education in the UK is a significant educational context. However, the effects of globalization on overseas students have included difficulties integrating into their new societies and cultures, financial strain, and increasing competitiveness (Tasci, 2021).
Cultural variety will be the primary idea to examine how globalization has affected education in the selected environment. Cultural diversity includes several ethnic and cultural groups in a given society or community. Cultural diversity in education refers to acknowledging and including various cultural perspectives and experiences in the teaching and learning process. Due to its promotion of inclusivity, equity, and social justice, cultural diversity is essential in education (Berray, 2019). Education can encourage mutual respect, understanding, and appreciation amongst many cultures by identifying and valuing the various cultural views. Also, it aids in students’ intercultural competence development.
Throughout the literature, much discussion has been of cultural variety, especially regarding multicultural education. Some academics contend that multicultural education should be incorporated into the curriculum to advance social justice and cultural variety. In contrast, others claim that it might foster cultural secessionism and serve to reinforce cultural disparities (Torres, 2020). Cultural diversity is significant, given the diverse student body in the chosen educational framework. When efficiently integrating pupils from various cultural origins into the educational system, the context encounters difficulties. The language barrier is a significant concern for pupils who do not speak the language of teaching. Cultural differences can sometimes cause miscommunications and disputes between students and professors.
The idea of cultural diversity can be used in various ways to examine how globalization has affected education in the selected environment. It can be used, for instance, to gauge how culturally inclusive the curriculum and teaching methods are. It can also assess the success of policies and initiatives to advance intercultural competency and cultural diversity. It can also be utilized to identify and address the context’s problems and challenges related to cultural diversity. Neoliberalism’s central idea can be used to examine the Filipino educational system in light of globalization. An economic philosophy known as neoliberalism strongly emphasizes deregulation, privatization, and free-market principles. It has been widely adopted by many countries, including the Philippines, to promote economic growth and development. However, the application of neoliberal policies has significant implications for education, particularly in terms of access, quality, and equity (Fremstad, 2022).
Lack of access to high-quality education, particularly in underprivileged groups, is one of the major problems facing the Philippine educational system. To address this issue, the government has increasingly turned to private institutions, which has resulted in the growth of for-profit colleges and universities (Barrot, 2022). The educational outcomes of individuals who can afford to pay for private education differ from those who cannot because these institutions frequently prioritize profit over providing high-quality instruction. Education has become commodified due to the implementation of neoliberal policies, where education is now considered a good that can be purchased and sold on the open market. As a result, liberal arts and sciences have lost ground in favour of lucrative disciplines of study like business and engineering. As a result, the curriculum has become more vocational, leading to a narrow and limited view of education.
The state’s ability to guarantee access to education has diminished due to the implementation neoliberal policies. Schools and universities have been privatized due to the government gradually turning over control of education to the private sector. This has led to challenges like inadequate facilities, insufficient teacher preparation, low teacher wages, and a lack of accountability and oversight. Although the implementation of neoliberal policies has been promoted as a remedy for the difficulties facing Filipino education, it is crucial to understand the drawbacks of this strategy (Szuster,2021). Neoliberal policies emphasize social justice and community well-being more than individualism and competition. As a result, they might amplify current disparities and maintain structural inequities. Other strategies, such as those that prioritize government spending on social welfare, education, and human development, should thus be considered. The challenges and problems facing the education system are highlighted when the central idea of neoliberalism is applied to the educational setting of the Philippines in connection to globalization. Neoliberal policies may have certain advantages, but it is critical to understand their limitations and take alternative measures that put access, quality, and equity first (Shin, 2019).
Specifically, in the context of vocational education and training in Australia, this essay has examined how globalization has impacted education. We have determined how the prevailing economic ideology has affected the education sector, causing a shift towards marketization, privatization, and individualization by applying the main principle of neoliberalism. The report has also highlighted some difficulties the VET sector faces, such as funding reductions, decreased enrollments, and escalating skill gaps. Clearly, neoliberal pressures worldwide, particularly in nations that have embraced free-market policies, have dramatically impacted the educational environment. Although this strategy might have certain advantages, it also raises some questions regarding equality, social justice, and educational quality in order to satisfy the needs of diverse learners and promote the creation of a competent workforce that can prosper in the global economy, policymakers and educators must be aware of the larger political and economic backdrop that affects the education system.
We advise policymakers and educators to consider neoliberalism’s effects on VET in light of this analysis, mainly regarding finance, curriculum development, and training delivery. In particular, we propose that VET providers adopt a more student-centred strategy that encourages lifelong learning and the development of transferable skills capable of adapting to shifting market conditions. This essay emphasizes the significance of adopting a more nuanced and context-specific approach to educational policy and practice and the need for continual critical reflection on the relationship between globalization and education. Ultimately, we must understand that education is a necessary public good with the potential to alter people, communities, and society, not just a means to an economic purpose.
References
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