This chapter reviews issues universities must consider to be successful in Transnational Distance Learning (TDL), as well as challenges. New technology, finances, competition for students, and enrollment opportunities make now the right time for transnational distance learning. Businesses and nations need increased numbers of workers with skills needed in the international economy. Transnational distance learning is a profitable way to train such workers. It opens new markets by expanding university enrollment to students in Asian, American, European, and African nations, reducing the need for student visas. This chapter discusses the growth of online learning, and new global markets that are emerging. Opportunities include enhanced academic reputation, partnerships, added income, and a multicultural student body. The challenges include acceptance, accreditation, competition, culture, technology, tuition, and the establishment of a business model.

Succeeding in Transnational Distance Learning

This doctoral study investigates the different forms, levels, and pathways of youth engagement with climate change and the implications for the well-being of youth in different contexts of vulnerability and adaptability. It aims to understand such engagement through the accounts and interactions of youth themselves and within their own environmental, socio-cultural, and political context, thereby contributing a holistic understanding of youth engagement in specific countries, an area under-researched in current literature.
cultural stereotypes, and socio-political worldviews and structures; b) the need for enhancing young people's skills and prospects for future employment and welfare within an increasingly interconnected, technologically-driven, and sustainability-oriented workplace, through incorporating more critical, futures-oriented, and inter-disciplinary pedagogies of education and learning for sustainability within the higher education curriculum; c) the importance of academic and socio-political spaces and opportunities that foster critical reflection, interpersonal interaction, and collective action in strengthening young people's influence for change and their subjective and social well-being; and d) the need for more critical and empowering platforms and pathways that promote meaningful youth engagement and conscious power-sharing amongst youth and other stakeholders in society. Key recommendations emphasize multi-stakeholder partnerships with youth across political, academic, medical, civic and corporate spectrums to empower young people, especially higher education youth, to meaningfully contribute to future educational, developmental, and health agendas and strategies.
The study aligns its conceptual and methodological rationale through applying a critical interpretivist research approach which ensures an analytical, contextual, and in-depth understanding of such engagement in different countries. It is conducted in the Netherlands and South Africa, which historically have had distinct vulnerabilities and approaches to climate change and diverse pathways for youth engagement. Particular emphasis is placed on higher education youth who constitute the future leaders, informed decision makers, and active and innovative agents of society.
Fieldwork was undertaken throughout 2011, coinciding with the International Year of Youth and the COP17 international climate change conference. In each country, focus groups were conducted with university and college students from diverse socio-demographic and academic backgrounds. These focus groups sought depth and meaning through critical reflection, futures thinking, and a profound and interactive dialogic process. Qualitative interviews investigated more in-depth the emerging themes; whereas participant-observation, meetings with key informants, and document review promoted a comprehensive and valid understanding of the context in which such engagement is taking place.
Key findings reveal: a) the contextual power differentials that strongly shape youth efficacy and agency, especially personal demographic and academic backgrounds,

Youth engagement with climate change and well-being: a study of Dutch and South African university students

Despite continued efforts by educators, UN declarations and numerous international agreements, progress is still limited in handling major global challenges such as ecosystem collapse, accelerating climate change, poverty, and inequity. The capacity to collaborate globally on addressing these issues remains weak. This historical review of research on global learning for sustainable development (GLSD) aims to clarify the diverse directions that research on GLSD has taken, to present the historical development of the research area, and highlight emerging research issues. The review summarizes key findings of 53 peer-reviewed publications, published in English in the period 1994–2020 identified with the search terms “global learning” and “sustainable development”, sustainability or GLSD, respectively. The review documented a gradually growing knowledge base, mostly authored by scholars located in the global North. Conclusions point to what we might achieve if we could learn from one another in new ways, moving beyond Northern-centric paradigms. It is also time to re-evaluate core assumptions that underlie education for sustainable development more generally, such as a narrow focus on formal learning institutions. The review provides a benchmark for future reviews of research on GLSD, reveals the emerging transformative structure of this transdisciplinary field, and offers reference points for further research (Less)

https://www.mdpi.com/2071-1050/13/6/3451/pdf

Global Learning for Sustainable Development: A Historical Review

Scholars of environmental education (EE) and education for sustainable development (ESD) have been among the environmental leaders calling for individuals to become increasingly engaged in political action aimed at addressing environmental and sustainability issues. Few, however, have studied how educational experiences might foster greater environmental political engagement. Fortunately, there is a rich body of research in political science, psychology, and education that provides insights that EE and ESD scholars and educators can build on. Studies in these domains suggest, for example, that political efficacy (the belief that individuals’ actions can influence political processes) and political interest (individuals’ willingness to pay attention to politics) are strong predictors of political participation. Moreover, these studies have shown that educators can strengthen individuals’ political efficacy and interest through activities such as open-ended discussions of political issues, opportunities to ...

/pdf/toward-fostering-environmental-political-participation-3ijp9rayt0.pdf

Toward fostering environmental political participation: framing an agenda for environmental education research

For ten years now the Earth Charter has been inspiring global citizens to engage in conversations and actions that benefit everybody. This article describes e-GLO, the Earth Charter Global Learning Opportunity, the Earth Charter International’s semester-long, online leadership course inspired by the Earth Charter. It is developed and implemented in collaboration with BeatBoard Education and Training and Heart in Action Enterprises.

The Earth Charter Goes Interactive and Live with e-GLO: Using New Media to Train Youth Leaders in Sustainability on Both Sides of the Digital Divide

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The Earth Charter Goes Interactive and Live with e-GLO: Using New Media to Train Youth Leaders in Sustainability on Both Sides of the Digital Divide