Michael B. Smithee, Ed.D. Syracuse University (retired), Smithee Associates, LLC, United States ABSTRACT What follows are my recollections of how international education evolved in the nearly 50 years of my engagement in the field. This personal view of what happened in the development of the field comes from my experiences before and after starting my career. I will also include my recollections of how the term “international educators” arose, technological changes, events, and circumstances along the way that influenced our thinking about the field and its members: international educators. Spoiler Alert: We got here because people and organizations in the field before and after the year 2000 had a vision and displayed both an urgency and patience that required pivoting and resilience to deliver the knowledge and processes to make the field stable and viable. Keywords: Concepts, Definitions, Events, International Education Evolution, Leadership, Profession

Responds to ongoing discussion between proponents of child- or student-centered education, and, on the other hand, proponents of content- or curriculum-centered education. Offers explication around an existential orientation for the theory and practice of education

This book offers profound insights into the dynamic landscape of international education, drawing on the perspectives of veteran educators and thought leaders. Through engaging chapters, it explores the transformative potential of global learning, examining current challenges, reflecting on historical trajectories, and envisioning the future of education abroad. Each chapter seamlessly integrates personal experiences, theoretical frameworks, and historical perspectives, emphasizing the vital role of Senior International Officers and advocating for a quantum approach to education abroad. The book aims to deliver a comprehensive and authentic exploration of international education by covering the evolution of study abroad, evolving narratives, and the impacts of political shifts and technology. Beyond celebrating achievements, it addresses critical areas requiring attention, inviting readers on a reflective journey to appreciate the intricate threads forming the tapestry of global education.

Providing a series of chapters, written by teacher educators in three continents, this edited volume explores the concepts, challenges, possibilities, and implementations of competency-based instruction for developing English competencies in English as a foreign language (EFL) contexts. Recent trends in education have emphasized the need to develop competencies that connect learning with real-life performances. This need has brought about a massive increase in the number of studies and scholarly works devoted to research into competency-based education. However, for teachers and learners of EFL, it is challenging to develop competencies for using a language that does not seem to connect with their real-life scenarios. The chapters apply the concept of competency-based instruction in different EFL contexts and are structured around three themes: Theory: current thoughts on theories of competency-based education Research: empirical research on competency-based teacher education Practice: integrating competency-based instruction into teacher education This book offers examples of competency-based EFL teacher education through both research and practical applications. In addition to the innovation in competency approaches, the inclusion of language learning in virtual environments offers a valuable resource for scholars, educators, researchers, and all those concerned with current and future education.

The Handbook of Research on Critical Issues and Global Trends in International Education addresses the growing complexity and diversity of international schools by examining the critical issues and global trends faced by practitioners in this field. With a lack of research on the experiences and actions of school practitioners in these isolated workplaces, this book aims to provide practical and evidence-based solutions. The book covers a wide range of topics, including equity and access, diversity, teacher retention, legal frameworks, school typology, governance, cultural competence, third culture kids, leadership and practice, technology, and parent engagement. Written by educational professionals, researchers, and anthropologists, it offers a unique collection of voices from those with lived experiences in this field, making it an invaluable resource for anyone interested in gaining a deeper understanding of the international school sector. Whether you are an educator, researcher, policymaker, school leader, lecturer, or anthropologist, the Handbook of Research on Critical Issues and Global Trends in International Education is a must-read comprehensive guide to the complexities and challenges of international education, providing practical solutions for improving the quality of education in this rapidly evolving field. If you are looking to gain a nuanced understanding of the critical issues facing international schools and evidence-based approaches for addressing these challenges, this book is the perfect resource for you.

International Education at the Crossroads captures the essence and complexity of international education in an interconnected and globalized world. Written by leading scholars, international educators, and policy makers, the 26 essays in this volume take stock of the unpredictable landscape of international education and demonstrate why international higher education is more essential now than ever before. Responding to a timely global moment where education and international engagement are being redefined and practiced in new ways, the authors call for a reconsideration of paradigms and critical reflection of the entire field of international education. At the same time, the authors show how international education is an imperative for the future of learning and the world, and also, crucially, that this work cannot be done in a silo. International Education at the Crossroads offers readers a chance to join in the conversation that is as global as it is meaningful in communities, the lives of learners, and institutions around the world. International education requires that everyone the world over work together to produce new knowledge, to navigate the "crossroads," and to collectively chart the directions in which the field will move into the future.