Since the world has become smaller, resulting in the development of a global economy, it is no longer adequate for countries to provide education in silos by country or region. Instead, educators throughout the world need to integrate global competencies into their curricula. However, many teachers generally lack the knowledge of global context 21st century skills and do not have enough global experiences to assist them in providing this context. Although a great deal of effort has been put into providing teachers revised global Career and Technical Education (CTE) curriculum, very little is known concerning how many teachers are integrating global concepts into their curricula. The purpose of this research was to determine the factors that affect the integration of global tasks into Virginia Business Information and Technology (BIT) and Marketing Education (MKED) curriculum as defined by lived experiences of Virginia BIT and MKED teachers.
A qualitative research method design was used to collect and analyze data for this study. A purposeful sampling method was chosen to find the best participants for this research.
Interviews were used to determine the lived experiences of BIT and MKED concerning the extent to which they integrate global competencies into their curricula. In addition, factors affecting this integration were identified. The findings of this study suggest strategies for overcoming challenges for integrating global competency into the curricula and provide factors to make best practices for integrating global tasks into Virginia BIT and MKED curricula. / Doctor of Philosophy / Since the world has become smaller, resulting in the development of a global economy, it is no longer adequate for countries to provide education in silos by country or region. Instead, educators throughout the world need to integrate global competencies into their curricula. However, many teachers generally lack the knowledge of global context 21st century skills and do not have enough global experiences to assist them in providing this context. Although a great deal of effort has been put into providing teachers revised global Career and Technical Education (CTE) curriculum, very little is known concerning how many teachers are integrating global concepts into their curricula. The purpose of this research was to determine the factors that affect the integration of global tasks into Virginia Business Information and Technology (BIT) and Marketing Education (MKED) curriculum as defined by lived experiences of Virginia BIT and MKED teachers. A qualitative research method design was used to collect and analyze data for this study. A purposeful sampling method was chosen to find the best participants for this research. Interviews were used to determine the lived experiences of BIT and MKED concerning the extent to which they integrate global competencies into their curricula. In addition, factors affecting this integration were identified. The Findings of this study suggest strategies for overcoming challenges for integrating global competency into the curricula and to provide factors to make best practices for integrating global tasks into Virginia BIT and MKED curricula.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/90411 |
| Date | 21 June 2019 |
| Creators | Woo, Jihyun |
| Contributors | Education, Vocational-Technical, Price, William T. Jr., Mukuni, Joseph Siloka, Glasson, George E., Williams, Thomas O. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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