Engaging in the internationalization of education and SDGs: Case study on the global hub of UNAI on sustainability

Rafis Abazov,A Kwilinski

doi:10.1051/e3sconf/202130706001

Abstract

The education sector has been identified as one of the key players in globalization processes and implementation of the UN Agenda 2030. The role of education, including higher education, involves not only raising awareness among young people and educators about the sustainable development goals (SDGs) and global environmental changes, but also in mobilizing them for partnerships towards fulfilment of these goals (as defined in SDG-17) and dealing with the challenges of globalization. The purpose of this article is to analyze the engagement of HEIs in internationalization of education, realization of the UN Agenda 2030 and supporting the implementation of SDGs, using as an example the work of the UNAI at the university level. First, the article provides a short literature review on empirical and theoretical aspects of the internationalization of HEIs, looking at how international institutions impact internationalization, organizational culture and the formulation of educational process and international cooperation activities at HEIs. Second, it analyzes organizational tools for internationalization by looking at the international experience and activities of university networks such as UNAI and the impact of those networks on the internationalization of universities. Third, it presents a case study of the work of an international university network, using the example of UNAI Hub at Al-Farabi Kazakh National University, and discusses how the UNAI programs have impacted the perception of internationalization and organizational culture at the university.

Highlights

An important but difficult task for higher education institutions (HEIs) in both developed and developing countries has been establishing tools and mechanisms for engaging young people in internationalization and global governance (GG) programs and education for sustainable development (ESD) [6], and implementing sustainable development goals (SDGs)
The main objective of this research is to evaluate the most significant factors and institutions impacting the internationalization of education and international cooperation at higher education institutions using an example of international university networks: United Nations Academic Impact (UNAI) Hub at KazNU
Four steps were designed to complete the selection of respondents who were involved in GG, ESD, SDGs, UNAI, and other related activities and or initiated their own programs such as workshops, conferences, seminars, trainings, and/or study/research visits to foreign universities

Summary

Introduction

An important but difficult task for higher education institutions (HEIs) in both developed and developing countries has been establishing tools and mechanisms for engaging young people in internationalization and global governance (GG) programs and education for sustainable development (ESD) [6], and implementing sustainable development goals (SDGs). The preparation of young professionals to deal with major challenges of the 21st century – such as global governance, climate change, the introduction of a green approach in developing economies, and implementing sustainable social and economic development programs and innovations – is vital for the successful implementation of the UN Agenda 2030. Many universities have pledged to promote GG programs and education for sustainable development through various means and channels, from internationalization of the educational process to such steps as incorporating new innovative courses into existing traditional educational programs, student-led research activities (such as capstone study projects), green campus initiatives, and a range of extracurricular events [4]. Very often the promotion of programs on GG, ESD and SDGs has tended to rely on the enthusiasm of individual faculty members and senior administrative personnel, and the number of courses is often limited and unevenly spread between faculties

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Conclusion