This research explores a regional university-school partnership project in Chengdu, China, to investigate whether Education for International Understanding (EIU)—a concept promoted by UNESCO—can be effectively integrated into the local school system.
Below is an overview of the key findings and the educational context of this study. I’ll ask some guiding questions along the way to help us look deeper into the results.
📊 Study Overview: The Chengdu Project
The research focuses on the Chengdu High-tech Zone, where 15 “seed teachers” were tasked with developing and implementing an EIU curriculum. This project was a response to China’s 2010 National Education Plan, which called for stronger international understanding and cross-cultural communication.
| Focus Area | Findings & Outcomes |
| Teacher Development 👨🏫 | Participating “seed teachers” showed significant improvement in professional literacy, general support, and cross-subject development. |
| Curriculum Integration 🧩 | EIU was most successfully integrated into subjects like Geography, where topics like population, resources, and environment provided a natural “Big Concept” for global discussion. |
| Cultural Identity 🇨🇳 | A unique aspect of EIU in China is the emphasis on national culture. Students are taught to compare China’s culture with others to build “cultural pride” alongside a global perspective. |
| Student Outcomes 🎓 | Results indicated that EIU improved students’ understanding of international issues and their ability to listen to “international voices.” |
🛠️ Key Implementation Strategies
The study highlights that teaching international understanding is not just about “learning facts,” but about shifting perspectives.
- Subject Infiltration: Rather than a standalone class, EIU is “infiltrated” into existing subjects like Music and Geography. For example, using Chengdu’s popular music to teach about cultural diversity. 🎵
- Immersive Research: Students engage in projects like visiting the Sanxingdui archaeological site to compare ancient Shu culture with world civilizations. 🏺
- Co-Design Process: Teachers work closely with university researchers to prototypes and evaluate EIU lessons, ensuring they fit real classroom contexts. 🤝
🚧 Systemic Challenges
The research also identifies why EIU isn’t always “easy” to teach:
- The “Test Score” Barrier: In China, the high pressure for exam results often pushes holistic education like EIU to the sidelines. 📝
- Teacher Literacy: Many teachers feel they lack the “international vision” or language skills needed to facilitate deep global discussions. 🌐
- Resource Inequality: EIU is often more successful in economically prosperous areas (like Chengdu, Beijing, or Shanghai) than in rural regions. ⚖️
🔍 Let’s Explore Further
To understand how these results apply to broader education, we could dive into one of these specific areas:
- The “Aphasia” Problem: Why some researchers worry that students might lose their own cultural voice while trying to be “global citizens.” 🗣️
- Geography as a Bridge: How specific “Big Concepts” in Geography are used to teach international understanding. 🌍
- Teacher “Seed” Programs: The specific training methods used to turn standard teachers into “EIU experts.” 🌱