"With the world today facing many challenges at many levels (political, economic, social, environmental), educational institutions around the globe continue to weave the rich, multicoloured fabric of cultures, languages and identities. While cultural, linguistic and social characteristics vary, the fact that intercultural communication may take place through common language media (i.e. English) and that common educational software is being used by a number of institutions worldwide, prompts critical reflection on the growing fluidity of students’ culture and identity, thus implying a shift from individual to global vision. This shift should also be reflected in current approaches to teaching and learning. Deepening an understanding that citizenship is no longer territorially bound, and that students from any part of the globe are already part of global learning community, is paramount for developing globally competent teachers, generating new intercultural understandings. It may also contribute to accelerating shift towards global curricula focused on inclusion, shared solutions and knowledge. Based on secondary research, this article, while not denying the complexity of this shift, is an attempt to develop an awareness within the education community that through global education, new understanding of belonging and cultural knowledge may emerge, and how by broadening teacher’s intercultural lens, current perspectives on education might be enriched."
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