Page 327 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 327
internationalisation of the curriculum: a case study from hungary
cies into class topics, or even organizing field trips is a way to expose stu-
dents to different cultural contexts and to global dimensions of the given
subject. Transformational learning activities also aim at exploiting the di-
versity within the classroom: the diverse background of students can create
different perspectives and a rich variety of possible teaching content (ibid).
In means of teaching methods, transformational education rather expects
teachers to act as facilitators who guide students through an inquiry-based
process in order for them to craft their own interpretations of the topics
presented and of the literature: in this way learning becomes more of a per-
sonal learning process. Therefore, the task of the teacher is to design learn-
ing activities that enable students to become proficient in self-assessment,
inquiry, evidence evaluation and collaboration with peers.
Case study and methods
The initiative of creating university course focusing on the international-
isation of the curriculum comes from two university lecturers who main-
ly work in the fields of sociology, pedagogy, cultural and higher education
studies at Eötvös Loránd University in Budapest, Hungary. The elective
course shaped around the idea of merging non-formal teaching and learn-
ing methods, teaching content with intercultural and global dimensions
with transformational learning experiences within a course whereas the
majority of students are Erasmus incoming mobility students and the lan-
guage of instruction is English. The course has been running for 5 semes-
ters so far with increasing number of international students, and a rath-
er scarce number of Hungarian participants (6 out of 68 in total). Through
document analysis the following section the study presents how the lectur-
ers introduced a more internationalised curriculum within the course (by
implementing global and intercultural dimensions into the teaching con-
tent) merging with other teaching-learning methods such as transforma-
tional- nonformal learning or flexible curriculum design. The study also
involved student evaluation survey analysis about the teaching content and
teaching methods, thus classroom observation. The written student evalu-
ation survey’s questions focused on the knowledge gained about the class-
room topics and the local cultural context, opinions about the classroom
activities, and suggestions for improving the course in general. Participa-
tion in the written evaluation survey was voluntary and anonymous, and
65% of the students filled in the questionnaire from which 76% were female
students. The age cohort of the participants of the evaluation survey is be-
327
cies into class topics, or even organizing field trips is a way to expose stu-
dents to different cultural contexts and to global dimensions of the given
subject. Transformational learning activities also aim at exploiting the di-
versity within the classroom: the diverse background of students can create
different perspectives and a rich variety of possible teaching content (ibid).
In means of teaching methods, transformational education rather expects
teachers to act as facilitators who guide students through an inquiry-based
process in order for them to craft their own interpretations of the topics
presented and of the literature: in this way learning becomes more of a per-
sonal learning process. Therefore, the task of the teacher is to design learn-
ing activities that enable students to become proficient in self-assessment,
inquiry, evidence evaluation and collaboration with peers.
Case study and methods
The initiative of creating university course focusing on the international-
isation of the curriculum comes from two university lecturers who main-
ly work in the fields of sociology, pedagogy, cultural and higher education
studies at Eötvös Loránd University in Budapest, Hungary. The elective
course shaped around the idea of merging non-formal teaching and learn-
ing methods, teaching content with intercultural and global dimensions
with transformational learning experiences within a course whereas the
majority of students are Erasmus incoming mobility students and the lan-
guage of instruction is English. The course has been running for 5 semes-
ters so far with increasing number of international students, and a rath-
er scarce number of Hungarian participants (6 out of 68 in total). Through
document analysis the following section the study presents how the lectur-
ers introduced a more internationalised curriculum within the course (by
implementing global and intercultural dimensions into the teaching con-
tent) merging with other teaching-learning methods such as transforma-
tional- nonformal learning or flexible curriculum design. The study also
involved student evaluation survey analysis about the teaching content and
teaching methods, thus classroom observation. The written student evalu-
ation survey’s questions focused on the knowledge gained about the class-
room topics and the local cultural context, opinions about the classroom
activities, and suggestions for improving the course in general. Participa-
tion in the written evaluation survey was voluntary and anonymous, and
65% of the students filled in the questionnaire from which 76% were female
students. The age cohort of the participants of the evaluation survey is be-
327
