In order to develop a joint collaboration model, The GlobVELT project started the process with a needs analysis and involved a significant number of participants, primarily English teachers and teacher trainees. The total number of participants across both pre-service and in-service groups reached 1,066 individuals, including 674 in-service teachers and 169 pre-service teachers from universities across the UK and Turkey. This diverse group engaged in a combination of surveys, interviews, and focus groups, exploring their global competence and readiness for virtual exchanges, international collaborations, and critical global learning. The project highlighted key areas of global competence, particularly in critical literacy, intercultural communication, and the integration of global learning into existing curricula.
One of the primary findings of the project was that the majority of both pre-service and in-service teachers valued global perspectives in their teaching and cultivated classrooms that promoted critical thinking. However, while most teachers felt confident about fostering inclusive environments that valued diversity, there was a clear gap in providing opportunities for experiential learning. Virtual exchanges and international collaboration, though appreciated, were underutilized. For instance, only 29% of in-service teachers and 12% of pre-service teachers had organized or participated in virtual exchange projects. This indicates a need for more structured opportunities for international exposure and collaboration.
The project also shed light on the challenges teachers face in assessing global learning and implementing global curricula. Despite understanding the importance of these competencies, many teachers reported a lack of resources and institutional support to integrate global perspectives effectively. The project suggests that professional development, especially in areas such as digital literacy, intercultural competence, and critical global learning, is essential to enhance the global competence of educators. Teachers expressed the need for more training and exposure to new technologies, such as AI and virtual reality, to enrich their teaching practices and foster deeper international engagement with students. This project underscores the importance of fostering continuous professional development to better equip educators for teaching in a globalized world.
Based on the needs analysis, we developed a joint model aimed at improving the global competence of foreign language teachers. The model focuses on enhancing key areas such as intercultural communication, critical literacy, and the integration of global learning into the curriculum. It also emphasizes the importance of virtual exchanges and international collaborations as essential components of teacher development. The model incorporates both in-person and online training modules, designed to increase teachers’ capacity to engage with diverse student populations and prepare them for global educational contexts. By integrating digital tools, such as AI and virtual reality, alongside traditional teaching methods, the model provides teachers with the necessary skills and resources to effectively teach global perspectives and foster global competence in their students. This joint approach combines the expertise and insights from both UK and Turkish educators, creating a comprehensive framework to address the challenges identified in the needs analysis and promote sustained global engagement within the teaching profession.