Where better to learn about the world than out in the world?


Students have a keen sense of what experiences are relevant to their futures. And what could be more relevant than real world, globe-spanning projects that professionals work on every day? As I traveled the country in the last few years, I've seen many inspiring projects that engage students on many different levels. Here are a few examples that teachers and afterschool providers can begin to use right away: A 30-second public service announcement (PSA). In our 24/7 global media age, is the message understandable beyond our own borders? The Ad Council is a good source for socially minded, well-framed ...


An argument to add the arts and international studies to STEM.


Four case studies on how school systems around the world are preparing for the global age.


Quantitative and qualitative evidence sends a clear message: new skills are needed in a global digital age. On an individual level as well as at the national level, our economic success is at stake.


For its future economic success in the twenty-first century, Utah is preparing a global workforce that is multilingual.


U.S. national security and American businesses alike have called for greater language capacity among Americans, but schools have not been able to help meet this need.


The United States must now learn from other countries if we are to remain competitive in the flat world.


Ask any teacher - he/she will surely say that students are more engaged in lessons when they hear first hand accounts of travel to the place they are studying.


It is wonderful to see so many events happening around the world this week, but the truth is that, as is the case with most special weeks and months, we owe it to our students to make sure they have the knowledge and skills to succeed in an interconnected world.


The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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