Relevant bibliographies by topics / International education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'International education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "International education"

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Lempert, David. "International Education or Colonial Tourism? Measuring Tools and Standards for Evaluating International Education." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 4 (November 18, 2022): 357–400. http://dx.doi.org/10.36366/frontiers.v34i4.496.

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This article applies a recently published indicator to various types of international education projects to measure their compliance with educational professionalism and international development law and also compares this indicator with the standards checklist currently in use by The Forum on Education Abroad. The tests and comparisons suggest that no existing standards hold international education to any real scrutiny, allowing many programs: 1) to degenerate into the equivalent of for-profit travel programs with little real educational content or intellectual challenge to students and 2) to promote colonialism rather than equity and development meeting international legal standards. The author shows how indicators can be extended to improve education abroad programs assessment on dimensions of professionalism and appropriate impact on developing countries under international law and also points to some of the many niches or gaps in education abroad that remain to be filled. Abstract in Spanish Este artículo aplica un indicador recientemente publicado a varios tipos de proyectos de educación internacional para medir su cumplimiento de la profesionalidad educativa y la ley de desarrollo internacional, y también compara este indicador con la lista de comprobación de normas que utiliza actualmente The Forum on Education Abroad (el Foro sobre la Educación en el Extranjero). Las pruebas y comparaciones sugieren que ninguna de las normas existentes somete a la educación internacional a un escrutinio real, lo que permite que muchos programas 1) degeneren en el equivalente a programas de viajes con fines de lucro con poco contenido educativo real o desafío intelectual para los estudiantes y 2) promuevan el colonialismo en lugar de la equidad y el desarrollo cumpliendo las normas legales internacionales. El autor muestra cómo pueden ampliarse los indicadores para mejorar la evaluación de los programas de educación en el extranjero en cuanto a las dimensiones de profesionalidad e impacto adecuado en los países en desarrollo según el derecho internacional y también señala algunos de los muchos nichos o lagunas de la educación en el extranjero que quedan por cubrir. Abstract in German In diesem Artikel wird ein kürzlich veröffentlichter Indikator auf verschiedene Arten von internationalen Bildungsprojekten angewandt, um deren Übereinstimmung mit der pädagogischen Professionalität und dem internationalen Entwicklungsrecht zu messen, und dieser Indikator wird mit der derzeit vom Forum on Education Abroad verwendeten Checkliste für Standards verglichen. Die Tests und Vergleiche deuten darauf hin, dass keine der bestehenden Standards die internationale Bildung einer wirklichen Prüfung unterziehen, so dass viele Programme: 1) zu einem Äquivalent für gewinnorientierte Reiseprogramme mit wenig echten Bildungsinhalten oder intellektuellen Herausforderungen für die Studierenden zu verkommen und 2) Kolonialismus fördern, aber nicht Gerechtigkeit und Entwicklung sowie die internationalen Rechtsstandards entsprechen. Der Autor zeigt, wie Indikatoren erweitert werden können, um die Bewertung von Bildungsprogrammen im Ausland in Bezug auf Professionalität und angemessene Auswirkungen auf Entwicklungsländer nach internationalem Recht zu verbessern, und weist auf einige der vielen Nischen oder Lücken im Bereich der Bildung im Ausland hin, die noch zu füllen sind.
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Fairholm, D. J. "International education." Neurosurgery 18, no. 1 (January 1986): 111???4. http://dx.doi.org/10.1097/00006123-198601000-00021.

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Oketch, Moses, Tonnie Casella, and W. James Jacob. "International Education." Teachers College Record 106, no. 2 (February 2004): 287–98. http://dx.doi.org/10.1111/j.1467-9620.2004.00337.x.

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Ahmad, Iftikhar, James H. Williams, and Rodolfo Rincones. "International Education." Teachers College Record 106, no. 8 (August 2004): 1570–82. http://dx.doi.org/10.1111/j.1467-9620.2004.00392.x.

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Resnik, Julia. "International education." International Studies in Sociology of Education 22, no. 4 (December 2012): 285–89. http://dx.doi.org/10.1080/09620214.2012.751200.

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Bitter, Gary G. "International Education." School Science and Mathematics 88, no. 5 (May 6, 1988): 361. http://dx.doi.org/10.1111/j.1949-8594.1988.tb11825.x.

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Goldberg, Linda K., and Vera C. Brancato. "International Education." Nurse Educator 23, no. 5 (September 1998): 30–34. http://dx.doi.org/10.1097/00006223-199809000-00014.

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Papineni, Padmasayee. "International education." BMJ 330, Suppl S2 (February 1, 2005): 050261. http://dx.doi.org/10.1136/sbmj.050261.

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Il'Chenko, V. "International Education." Russian Education & Society 35, no. 12 (December 1993): 81–95. http://dx.doi.org/10.2753/res1060-9393351281.

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Thompson, Jeff. "International Education." Journal of Research in International Education 1, no. 1 (September 2002): 5–8. http://dx.doi.org/10.1177/147524002400957082.

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Dissertations / Theses on the topic "International education"

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Chen, Ching-Huei. "Marketing International Higher Education in Taiwan International Higher Education: Reaching the Taiwanese Market." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366786.

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The Theory of Planned Behaviour (TPB) was used for the first time to examine Taiwanese consumer behaviour regarding the selection of overseas English-language universities for fkther higher education. Taiwanese students intending to study overseas at universities in Australia, the UK and the USA were interviewed to confirm literature reports of the salient factors influencing the decision making process. The 23 salient factors influencing decision-making were organised into four categories: 'Attitudes towards the behaviour of overseas study'; 'Subjective norms', 'Perceived control over study intentions' and the 'Role of information'. These categories formed the basis of a survey questionnaire administered to Taiwanese students (n=518) intending to study at a university in Australia, the UK or the USA. The questions in the survey were structured and organised so as to form global and specific measures fo~ each factor. The TPB was demonstrated, through factor analysis and multiple regression analyses, to be a reliable model to predict the intention of Taiwanese students to study overseas generally and in the three target countries. Each of the three global measures was significant predictors of the intention to study overseas: 'Attitudes towards the behaviour of overseas study' (Rz0.549, p less than 0.001, P=0.285); 'Subjective norms' (R=0.549, p less than 0.001, fk0.239) and 'Perceived control over study intentions' (R=0.549, p less than 0.001, P=0.185). At the level of specific measures only 'Role of information' (p up to 0.5) was not a significant predictor of intention to study overseas. The specific measure 'Attitudes towards the behaviour of overseas study' was a slightly more important predictor of Taiwanese students' intention to study overseas. Regarding study in individual countries 'ttitudes towards the behaviour of overseas study' was the most important predictor of Taiwanese students' intention to study in Australia (R=0.613, p less than 0.05, P=0.326) and the UK (R = 0.504, p less than 0.05). The most important predictor of intention to study in the USA was 'Subjective norms' (R = 0.538, p less than 0.01). On the basis of this research suggestions are proposed for marketing practitioners. Suggestions include shaping students cognition about the country through the media in Taiwan; the greater use of campus newspapers published by Taiwanese universities or colleges, and the development of multiple language websites by Western universities.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Faculty of Education
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Hallinan, Barry Joseph. "International Education and the Global Present: Perspectives of International Practitioners." Thesis, University of Bath, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486809.

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International education is an emerging and rapidly growing field of research. Although the term is, in itself, not unproblematic, it holds some significance for a specific group: the international reflective practitioner. This study considers an international reflective · practitioner to be one who has a special interest in understanding and theorising his/her · professional setting: that of international schools. .This thesis offers insights into the perspectives of international reflective practitioners •and into the challenges international schools face in a globalising context. International education is argued to be a collection of ideals and perspectives which transcend national .. borders and where world-mitidedness becomes a lynchpin. Pragmatic (market driven) and . ideological (values driven) foci which dictate or drive the ethos and management of an · international school are explored as a means of understanding mechanisms underpinning the world of international education. The international educational setting of a group of skilled and experienced international education practitioners is reviewed and the perspectives of this numerically limited, opportunity sample are presented. Their contribution to the debate on international education is arguably worthy of investigation. In order to gain insights into their worldview, a web-based questionnaire (WBQ) was designed which focused on a range of issues with which these professionals have grappled through their own postgraduate studies and/or at a school level. Such issues derived from my own reading of relevant critical analyses of international education, along with a personal understanding of what it means to work in ali international school. Recorded telephone interviews explored issues deriving from the original web-based questionnaire. There are inherent limitations to this study, not least of which is the size of the opportunity sample. Given the impressive experience of respondents, however, and their interest in international education, I believe that the findings ofthe study hold a particular significance and that our knowledge and understanding of this fascinating field is illuminated through an analysis of those experiences. A number of recommendations for future research are also made.
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Pimpa, Nattavud 1974. "Marketing of international education : the influence of normative referents on Thai students' choices of international education." Monash University, Centre for Research in International Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8199.

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Bartoszuk, Karin. "International Application Process—What International Students Need to Know." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4163.

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Sidhu, Ravinder K. "Selling futures : globalisation and international education /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16685.pdf.

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Kelly, Kevin John. "A facilitation pedagogy for international affairs education on the International Baccalaureate." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10006683/.

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Wolff, Lauren. "International students' sense of belonging." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/213.

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Student sense of belonging in universities is tied to increased retention rates and satisfaction with university experience. However, international students may be experiencing low levels of belonging, especially with American students. From a survey that asked students about their sense of belonging to the university, with American students, and with other international students, it was found that ethnic background had an impact on the level of belonging and connection. Through interviews with four Chinese females and two Caucasian males, further information was gathered about their experiences that contributed to or inhibited their sense of belonging. Themes such as discrimination, levels of English fluency, and participation in groups on campus emerged as some factors for why some students felt a high sense of belonging when others felt a low sense of belonging. Suggestions for how to improve university services to increase sense of belonging were addressed at the end of the study.
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Hill, Jennifer Coles. "College success factors for international students studying in the United States of America after completing an international baccalaureate high school program." Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3599433.

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This quantitative study took place at a private international school in East Asia. The purpose of the study was to investigate United States college admission trends comparing International Baccalaureate Diploma Program candidates and International Baccalaureate non-Diploma Program candidates from the same school. Descriptive data was collected for the Classes of 2007-2012 and the two groups were compared based on the number of college acceptances for each group by year and as a whole, and the eventual collegiate success of the two groups once they matriculated to college, as measured by college persistence and graduation rates. The results of this study show there was a statistically significant difference between the mean number of college applications and the mean number of college acceptances per group, but there was not a statistically significant difference between the college acceptance rates for the two groups of students. There was a statistically significant difference between the matriculation rate of diploma and certificate students, but there was not a statistically significant difference between the graduation rates for the two groups of students. The information analyzed provides school stakeholders valuable data to explore the final educational outcomes for its graduates and determine if there is a significant difference in the college success of the two groups.

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Temiro, Babatunde. "How International Students Teach Each Other Outside the University." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425786.

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As the number of international students studying in the United States continues to grow, there’s the need to know how they cope in a host country and the challenges they encounter both in the classroom and outside in order improve education and prepare students for the future. The purpose of this study is to know how international students relate with one another both inside and outside the school setting. The study findings were taken from observation and interview from both graduate and undergraduate classrooms.

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Fitzgerald, David G. "Nonacademic socialization of International Baccalaureate students." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113121.

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The International Baccalaureate (IB) program is an ambitious and challenging academic high school program. However, the IB program is not without its difficulties and shortcomings. Many IB students appear to sense various levels of social dissonance from the general student population. The purpose of this qualitative study was to investigate why nonacademic socialization is a significant problem between high school IB students and AP/traditional students. IB student/graduates and former/retired IB faculty members were used exclusively for this qualitative study. The focus of this qualitative study required analyzing the IB student nonacademic socialization lived experience. This qualitative study used a grounded theoretical methodology that included open-ended interviews. All interviews conducted were face-to-face, phone, or with the use of Skype technology. The coding analysis resulted in the emergence of four themes and sixteen subthemes. The four emergent themes generated a theoretical model that supported the central research question and two secondary research questions.

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Books on the topic "International education"

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L, Jonietz Patricia, and Harris, N. D. C. 1933-, eds. International schools and international education. London: Kogan Page, 1991.

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Hayden, Mary. Interpreting International Education. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003190165.

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Knight, Jane, ed. International Education Hubs. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7025-6.

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Marx, Sherry, Monica Housen, and Christine Tapu. Our International Education. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-286-8.

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United States. Dept. of Education. Office of Policy and Planning., ed. International education comparisons. [Washington, D.C.]: The Office, 1992.

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Amsterdam, Universiteit van. International education programs. Amsterdam: the University, 1996.

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Liu, Tsi-Juang. International Education Services. [San Diego, California]: National University, 1999.

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L, Jonietz Patricia, and Harris Duncan, eds. World yearbook of education: International schools and international education. London: Kogan Page, 1990.

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Walker, G. R. International education and the international baccalaureate. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 2004.

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Congress, Education International (Organization) World. Education International policy resolutions. Brussels, Belgium: Education International, 2001.

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Book chapters on the topic "International education"

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Hardy, Thomas. "International Education." In The Impact of Internationalization on Japanese Higher Education, 179–90. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-169-4_11.

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Francois, Emmanuel Jean. "International Education." In Building Global Education with a Local Perspective, 17–33. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137386779_2.

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Hayden, Mary. "International education." In Interpreting International Education, 1–8. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003190165-101.

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Hayden, Mary. "International education." In Interpreting International Education, 225–28. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003190165-102.

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Mitchell, B. R. "Education." In International Historical Statistics, 941–83. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1007/978-1-349-24069-2_9.

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Mitchell, B. R. "Education." In International Historical Statistics, 704–45. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-13071-9_9.

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Mitchell, B. R. "Education." In International Historical Statistics, 869–901. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-14735-9_9.

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Mitchell, B. R. "Education." In International Historical Statistics, 965–1007. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-14738-0_9.

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Hachtmann, Frauke. "International Advertising Education." In The Handbook of International Advertising Research, 575–91. Hoboken, NJ: John Wiley & Sons Inc, 2014. http://dx.doi.org/10.1002/9781118378465.ch28.

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Kendall, Nancy. "International Development Education." In International Handbook of Comparative Education, 417–35. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-6403-6_27.

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Conference papers on the topic "International education"

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Keles, Ibrahim. "THE CONTRIBUTIONS OF THE SEBAT INTERNATIONAL EDUCATION INSTITUTES TO KYRGYZSTAN." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/bwqd1441.

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Sebat International Education Institute has been operating for over 15 years in Sebat, Kyrgyzstan, educating and training the Kyrgyz youth. The institution has won a high reputa- tion for quality education through excellent results, demonstrated by its students’ high grades in international and domestic scientific competitions. This paper studies the impact of this institution on values among Kyrgyzstan youth, and compares its educational principles, poli- cies and effects with those of other educational institutions in the city and country.
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Paviet, Patricia. "Generation IV International Forum Education and Training Webinars: Education Tools for the Next Generation Workforce." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-81027.

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The Gen IV International Forum (GIF) Education and Training Task Force was created to respond to the challenge of not only forming, training and/or retaining qualified Gen IV workforce but also educating and informing a more general public, policy makers on topics related to Gen IV reactor systems and cross-cutting subjects. The task force serves as a platform to enhance open education and training as well as communication and networking in support of GIF, and its objectives are to maintain the know-how in this field, to increase the knowledge of new advanced concepts, and to avoid the loss of the knowledge and competences that could seriously and adversely affect the future of nuclear energy. While many countries are either ramping up or developing nuclear power production as an important step towards economic development and environmental protection, a decrease or uncertainty of the fiscal year budgets have left organizations and agencies looking for new avenues for training and educating a qualified workforce. This has led to an increase in those looking for readily available education and training resources. Using modern internet technologies, the GIF Education and Training Task Force has launched a webinar series on Gen IV systems in September 2016, which is accessible to a broad audience and is educating and strengthening the knowledge of participants in applications to advanced reactors. This achievement is the direct result of partnering with university professors and subject matter experts who conduct live webinars on a monthly basis. The live webinars are recorded and archived as an online educational resource to the public from the GIF website (www.gen-4.org). In addition, the webinars offer unprecedented opportunities for interdisciplinary crosslinking and collaboration in education and research. The GIF webinars, with their expansion of topics, targets a large spectrum of those that do not know but are desiring to learn about the many aspects of advanced reactor systems. The details and examples of the GIF webinar modules will be presented in our paper.
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Zeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng, and Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.

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Over time, forest education has had to adapt to keep up with global changes and to accomodate the needs of students and society. While facing pressing global issues like climate change, deforestation, illegal logging and food security, the role of higher forest education has shifted away from traditional teaching approaches and practices to methods that emphasize sustainable development, community-based management and environmental conservation in forestry. In doing so, forest education has cultivated human expertise that understands the complexity of ever-changing environments, masters state of the art technologies to manage fores and natural resources, and is capable of creating, communicating and implementing related policies in global communities and societies. In this context, educational technology and online lerning enable flexible, accessible, effective, and high-quality forest education. A case study of a Sustainable Forest Management Online program led by the Faculty of Forestry, University of British Columbia (UBC) shows that appropriately integrating educational technologies into an interntionally developed and recognized high quality curriculum is an effective way to create accessible and affordable forest education in meeting the demand of evolving societal and environmental conditions.Keywords: forest education; educational technology; international collaboration, open educational resources
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Girdzijauskaitė, Eglė, Asta Radzevičienė, and Artūras Jakubavičius. "TRANSITION OF ENTREPRENEURIAL UNIVERSITY: FROM LOCAL TO INTERNATIONAL." In Business and Management 2016. VGTU Technika, 2016. http://dx.doi.org/10.3846/bm.2016.65.

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Universities are becoming entrepreneurial due to highly competitive environment, decreased government funding and external and internal pressure to generate income from research and education services. It is argued in literature that the competitiveness of higher education institutions (HEIs) will increasingly depend on their ability to operate internationally in the near future. However, the knowledge of entrepreneurial university management especially the ways to create the international presence and provide educational services cross-border is lacking and this research is contribution to filling this gap. The transition of higher education conception from public good to private good or tradable service in line with the contemporary theories and practices in international higher education have been analysed in the paper to illustrate the shift in approach to international activities of HEIs. The paper undertakes an analysis of the premises associated with the entrepreneurial model of university management, as well as analysis illustrating the growing transnational education (TNE) consumption globally and the growth of international education market as the potential venue of an entrepreneurial university.
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Falaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.

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With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully convey its educational effectiveness only if it is supported by an Educating Community. While aknowledging the enhancement of all human potentials, including the high or very high potentials, the pedagogy of Well-Being must assume the educational responsibility of offering teaching/learning contexts that allow all students to reach their highest level of development. Three open reflections are presented: the concepts of justice and equity of educational policies and practices aimed at respecting and enhancing all human potentials; the virtual educating (or dis-educating) community; the need for specific training for teachers and more opportunities for international discussion in the field of gifted and talented education.
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Stanciu, Anca Cristina, and Elena Condrea. "Sustainability in Higher Education." In 9th BASIQ International Conference on New Trends in Sustainable Business and Consumption. Editura ASE, 2023. http://dx.doi.org/10.24818/basiq/2023/09/035.

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The educational approach to sustainability represents a concern initiated more than two decades ago and aims to form that mentality that ensures the understanding of values and motivations to act for this purpose now and in the future. In academic education, it is also important for students to understand and be aware of the concept of a sustainable university. The current work is based on documentary research and aims, on the one hand, to analyze the role of university education, especially the economic one, in the formation of a behavior that supports ensuring sustainability in their future activities, and on the other hand, to highlight the steps taken in this regard by the university education units at national or international level. In this sense, the concerns of some international organizations for supporting education for sustainable development (ESD),a lifelong learning process, part of quality education are also presented. In conclusion, the efforts of different actors must be continued in order to develop in universities all over the world educational programs to sustain a sustainable lifestyles and to promote methodological and pedagogical tools to be used.
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Stern, Glenn, Jacques Bazen, and Denis Gavrikov. "Building Challenge: International education model for construction education." In Regional Innovation & Entrepreneurship Conference. Saxion, 2016. http://dx.doi.org/10.14261/postit/db158b96-42e6-4619-ab9259ad8729c0ac.

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Garza-Olivares, X., RN Cavazos-Montemayor, and M. Lopez. "GLOBAL CLASSROOM: INTERNATIONALIZATION FOR UNDERGRADUATE STUDENTS AMID THE PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7106.

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The international exchange for undergraduate students is a life-changing experience, an opportunity to interact with others and develop intercultural skills while learning. Nevertheless, the deficit in student participation in internationalization activities demands new formats that offer this academic practice in a virtual environment. Adjacent to this scenario, the greatest impact of the COVID-19 pandemic on higher education was face-to-face exchanges. Therefore, academic programs as Global Classroom was the only way for an international exchange amid the pandemic. The objective of this study was to assess the perceptions of the students about an implementation of a virtual international exchange shared with students from Mexico and Ecuador, focused on this contribution as an educational innovation to promote learning in multicultural and interdisciplinary skills. The study considered a quantitative approach to analyze a student's perception of the experience, and the design was descriptive and cross-sectional. The sample were 44 students enrolled in the experience in the August-December semester in 2020, 22 from Mexico and 22 from Ecuador. The instrument was made of 5 items in which the participants shared their experience regarding the different tools and activities, and their contribution to the educational objectives. Results show that the students valued the intercultural experience positively and the contribution of the different free-access educational technology tools to develop synchronous and asynchronous activities. Other disciplines and institutions can learn from this implementation to design remote educational environments that offer this internationalization experience for learners even after the pandemic. Keywords: higher education, educational innovation, interdisciplinary education, intercultural education, pandemic adaptations, global exchange.
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Nagy, Enikő, and Ildikó Holik. "Educational robots in higher education -findings from an international survey." In 2023 IEEE 17th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2023. http://dx.doi.org/10.1109/saci58269.2023.10158668.

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Mercier-Laurent, Eunika, and Rabih Haddad. "Decision Support Systems Aiming in Reducing Globalization Burdens in Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9431.

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The potential drawbacks that globalization might have on education are increasing and becoming a main worry. The number of international students is increasing and students’ mobility is becoming a crucial phenomenon to obtain a good degree and secure a decent job. Universities have tripled their efforts to recruit and attract international students but their educational ecosystem is still missing some fundamentals. Ensuring that all international students are admitted using an adapted automated admission system, receiving assistance and decent welcome from international faculty and staff, and building their career after are factors that reduce the negative impacts of globalization in education. This paper presents our Decision Support System using knowledge management (KM) approach and AI techniques contributing to achieve those fundamentals and reduce its impacts.
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Reports on the topic "International education"

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Pouezevara, Sarah, and Laura Horn. MOOCs and Online Education: Exploring the Potential for International Educational Development. RTI Press, March 2016. http://dx.doi.org/10.3768/rtipress.2016.op.0029.1603.

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Duraiappah, Anantha, N. M. Van Atteveldt, J. M. Buil, K. Singh, and R. Wu. Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment. UNESCO MGIEP, March 2022. http://dx.doi.org/10.56383/jofk3902.

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The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.
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Cutler, David, and Adriana Lleras-Muney. Education and Health: Insights from International Comparisons. Cambridge, MA: National Bureau of Economic Research, January 2012. http://dx.doi.org/10.3386/w17738.

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Moskos, Charles. International Military Education and Multinational Military Cooperation. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada419747.

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Braun, Henry, and Naomi Chudowsky. International Education Assessments: Cautions, Conundrums, and Common Sense. Edited by Judith Singer. National Academy of Education, 2018. http://dx.doi.org/10.31094/2018/1.

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Edwards, Sebastian, and Alvaro Garcia Marin. Constitutional Rights and Education: An International Comparative Study. Cambridge, MA: National Bureau of Economic Research, September 2014. http://dx.doi.org/10.3386/w20475.

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Groarke, Sarah, and Christina Durst. Attracting and retaining international higher education students: Ireland. ESRI, May 2019. http://dx.doi.org/10.26504/rs88.

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Haer, Roos, and Gudrun Østby. Aiding education? The effect of international aid on local educational enrolment in Nigeria. UNU-WIDER, August 2023. http://dx.doi.org/10.35188/unu-wider/2023/411-3.

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Dolan, Margarida. Supporting International Students of Economics in UK Higher Education. The Economics Network, December 2012. http://dx.doi.org/10.53593/n2264a.

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Bound, John, Breno Braga, Gaurav Khanna, and Sarah Turner. The Globalization of Postsecondary Education: The Role of International Students in the US Higher Education System. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28342.

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