Bridging Global Goals and Local Contexts: Advancing Equity and Human Rights in University Classrooms
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| Title: | Bridging Global Goals and Local Contexts: Advancing Equity and Human Rights in University Classrooms |
|---|---|
| Language: | English |
| Authors: | Robert Sheridan (ORCID |
| Source: | Journal of International Students. 2026 16(2):199-226. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Justice, Civil Rights, English (Second Language), Content and Language Integrated Learning, Foreign Countries, Culturally Relevant Education, Student Centered Learning, Second Language Instruction, Student Attitudes, Learner Engagement, Student Interests, Attitude Change, Public Colleges, Elective Courses, Global Education, College Students |
| Geographic Terms: | Japan |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This paper examines ways to integrate social justice and human rights education into international university courses taught through English as a foreign language (EFL) and content and language integrated learning (CLIL) in Japanese universities. Grounded in the Sustainable Development Goals (SDGs), this study connects these goals to human rights issues to create culturally relevant, student-centered lessons that develop intercultural and linguistic competence while raising awareness of diversity, equity, and social justice. Drawing on classroom observations, material trials, and surveys, this paper proposes a framework for designing curricula that link global social justice themes, such as gender equality and climate justice, with local contexts and student experiences. The findings highlight the importance of relatable content for sustaining engagement and fostering critical thinking, intercultural competence, and language skills. Overall, this study underscores the importance of international course design, which uses intercultural communication tools to deepen global understanding and improve learning outcomes. [Note: The page range (199-126) shown in the citation on the PDF is incorrect. The correct page range is 199-226.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495201 |
| Database: | ERIC |
| Abstract: | This paper examines ways to integrate social justice and human rights education into international university courses taught through English as a foreign language (EFL) and content and language integrated learning (CLIL) in Japanese universities. Grounded in the Sustainable Development Goals (SDGs), this study connects these goals to human rights issues to create culturally relevant, student-centered lessons that develop intercultural and linguistic competence while raising awareness of diversity, equity, and social justice. Drawing on classroom observations, material trials, and surveys, this paper proposes a framework for designing curricula that link global social justice themes, such as gender equality and climate justice, with local contexts and student experiences. The findings highlight the importance of relatable content for sustaining engagement and fostering critical thinking, intercultural competence, and language skills. Overall, this study underscores the importance of international course design, which uses intercultural communication tools to deepen global understanding and improve learning outcomes. [Note: The page range (199-126) shown in the citation on the PDF is incorrect. The correct page range is 199-226.] |
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| ISSN: | 2162-3104 2166-3750 |
