Increasing global literacy (GL) competence of university students to support the Indonesian International Student Mobility Awards (IISMA) program: Development of GL instructional framework

A preliminary study has found that Indonesian International Student Mobility Awards (IISMA) grantees faced a variety of challenges during their IISMA program at the destination universities. Therefore, this study aims to develop and implement a global literacy (GL) framework to help IISMA students i...

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Bibliographic Details
Published inJEFL (Journal on English as a Foreign Language) Vol. 14; no. 1; pp. 346 - 368
Main Authors Sudarwati, Emy, Junining, Esti, Indhiarti, Tantri Refa
Format Journal Article
LanguageEnglish
Published Institut Agama Islam Negeri (IAIN) Palangka Raya 31.03.2024
Subjects
gl framework
global literacy (gl) competence
iisma program
indonesian international student mobility awards (iisma)
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Summary:A preliminary study has found that Indonesian International Student Mobility Awards (IISMA) grantees faced a variety of challenges during their IISMA program at the destination universities. Therefore, this study aims to develop and implement a global literacy (GL) framework to help IISMA students improve their GL competence to survive during their stay in host universities. Ten IISMA awardees studying at one of the state universities in Malang, Indonesia, participated in this study. A qualitative mixed-method design was applied. The data were collected through FGDs, questionnaires, and in-depth interviews. Using a descriptive qualitative analysis, this study proposes a practical framework to aid IISMA students in improving their global literacy competence. The findings were in the form of an instructional framework that can be maximally applied by those who need to prepare students for the IISMA program. It is envisaged that this study can aid in developing GL competencies, enabling subsequent students to fulfill their responsibilities as change agents from a global viewpoint. The framework created in this study provides pedagogical implications for re-creating a subject-specific curriculum that incorporates student practice in GL. The study’s findings could also be useful to policymakers when implementing GL training for educators to effectively increase students' GL.
ISSN:2088-1657
2502-6615
DOI:10.23971/jefl.v14i1.7568