Integrate international / intercultural competencies into your curriculum's skills framework - LEVEL 1

Category of recipe: Internationalisation through pedagogical activities and development of international skills (curriculum).

Objective: Developing global competence/employability skills; Improving academic quality/offer; Cultural exchange; Contributing to sustainable development; and ensuring that programmes remain competitive and applicable.

Short description: This recipe shows you a possible way to integrate international/intercultural competencies into your curriculum’s skills framework. Its aim is to give intercultural competences a formal place in the learning outcomes required for obtaining the diploma. Two levels of implementation are offered, and this recipe addresses Level 1 (small-scale adjustments).

Academic recognition: As the acquisition of the targeted competences is integrated into the curriculum’s skills framework, assessment will be systematic and formally recognised.

Level of difficulty: Medium

Calendar and time needed: Implement the changes as soon as possible—before presenting to students what is expected from them in the courses affected.

Cost summary: No funds needed.

Language and level required: Not applicable.

Ingredients:
A degree programme already equipped with an existing skills framework.
A designated leader to coordinate the process of modifying the skills framework.
A team of professors who are:
   • Convinced about the benefits and added value of international & intercultural skills for personal and professional development.
   • Ready to invest themselves in this process.
   • Willing to communicate on the benefits of international & intercultural skills to students.

Roles and Responsibilities:
The Head of the degree programme must facilitate the overall process.
The designated leader must coordinate the modification of the skills framework and manage relationships between the pedagogical team and, if available, pedagogical engineers.
All or most members of the pedagogical team should be involved in the process.
International relations officers must be available to provide support, for instance, logistical assistance during meetings.
The Advisor in Internationalisation must provide specific tools, resources (PPT presentations, bibliographical references, benchmarking good practices, etc.), and ongoing support throughout the process.

Recipe steps:
Step 1: Rally your teaching team around this goal
   - Identify colleagues willing to be involved in the internationalisation process of your degree programme and, specifically, in modifying the skills framework.
   - Organise an information meeting with these colleagues, instructional designers, international relations officers, and the Advisor in Internationalisation to explain the approach and benefits of integrating international/intercultural skills.

Step 2: Needs analysis and key considerations
   - Gather your pedagogical team (with help from instructional designers if needed) and designate a process leader.
   - Define the general profile of your typical graduate student by listing the skills and knowledge required.
   - Once the general profile is set, identify where the international/intercultural dimension can enhance the learning process by creating an international sub-profile. Consider the expectations regarding working in an international context and the added value of experiences such as internships abroad.
   - Compare your international sub-profile with existing international skills frameworks to identify common ground and possible adjustments.

Step 3: Modify your curriculum skills’ framework (Level 1 implementation)
   - Step 3.1: Identify integration points: Review the current skills framework to mark where global or intercultural elements can naturally be incorporated (e.g., course descriptions, learning outcomes, assessment methods).
   - Step 3.2: Adjust learning outcomes: Revise learning outcomes in existing courses to explicitly include international/intercultural competencies. For example, enhance a communication skills outcome to “demonstrate effective communication in intercultural and multilingual settings.”
   - Step 3.3: Modify teaching methods: Introduce small activities such as using international case studies, forming intercultural group projects, setting up virtual collaborations with universities abroad, or inviting international guest speakers.
   - Step 3.4: Align assessment methods: Adjust existing assessments (e.g., essays, projects, presentations) to reflect international perspectives and intercultural learning.
   - Step 3.5: Document and communicate: Update syllabi, course descriptions, and related materials to clearly reflect the changes and inform all stakeholders (professors, students, administrators) about the benefits and expectations.

Non-mandatory items:

Author of the recipe: Yannick Vidal and Ingrid Le Ru (USMB).

Additional resources: Consult international skills frameworks (e.g., UNESCO Competency Framework, AKI Erasmus+, Global Steps, P21, UNICEF, etc.) for further guidance.

Tips: Ensure the international competency framework is dynamic, practical, and clearly communicated to attract more students and enhance graduate employability.

For further details, contact the Advisor in Internationalisation at your university.