Abstract
The term glocal, a blend of "global" and "local," is increasingly prevalent in educational settings and policies. However, its meaning and pedagogical implications remain underexplored. This study aims to analyze the concept and applications of glocal in education to establish a foundational framework for glocal education. To achieve this, the study first examines the concept of glocalization and then analyzes its usage in education through media reports and prior research. Prior studies predominantly focused on two areas: using glocal as a keyword and exploring "glocal competencies." Media analysis revealed that glocal is often associated with universities outside the metropolitan area and government-initiated policies, such as the “Glocal University 30” initiative. This research defines glocal education as "education that fosters glocal competencies—such as global citizenship, understanding and engagement with local communities, and contributing to humanity and the broader community—based on regional and local contexts." Glocal competencies include global citizenship, understanding and engagement with local communities, community-mindedness, multicultural competence, and global skills. In education, glocal is actively practiced in higher education but is also applicable to school education, community-based education, and lifelong learning. It can be approached from the perspective of global citizenship education rooted in regions and places. Glocal applies to all regions and should not remain merely as a keyword for "Education in non-capital regions" or policy project titles.
Published Version
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