Teaching & Learning Portal


Internationalisation of the curriculum: guides and case studies

Introduction to internationalisation of the curriculum


In line with our ambition to be London’s Global University, and in order to prepare our students for the challenges of the international marketplace, UCL aims to offer an internationalised taught curriculum in all disciplines. This involves promoting an approach to teaching and learning that recognises and values viewpoints and perspectives from around the world.

To be a 'global' institution, staff need to ensure that our curricula enable all our students (home and international) to be able to relate their learning to their own experiences, needs and contexts. Furthermore, in a globalised world, learners need to have the knowledge and skills to respond to a diverse range of social and cultural backgrounds and to be able to address differing value bases. Internationalisation also incorporates many different themes and areas but an internationalised curriculum should be considered by all programme and research teams, departments and faculties.

What is an internationalised curriculum?

An internationalised curriculum should:

  • Give students a broad, global perspective on their studies


Some questions to consider:

  • How do you reflect different cultural constructions of knowledge in your courses and programmes?
  • In what ways do the learning outcomes from your programme include global perspectives?
  • In what ways do you ensure that the language and vocabulary you use is accessible to all students?
  • How do you make sure your assessment processes recognise the full range of your students' backgrounds and experiences?
  • How do you make sure that all your students feel equally valued and supported?
  • What teaching approaches do you use to engage all students?
  • To what extent is your team culturally diverse and are there opportunities available for all staff to bring in their own personal experiences and perspectives into the curriculum and programme?
  • Do you make full use of or engage in dialogue with partners you may have elsewhere in the world? If you do engage in international partnerships, how do you ensure they include a mutual learning component?
  • In your courses and programmes, how do you ensure that the case studies and examples including examples from elsewhere in the world and reflect different perspectives and voices?

Why is it so important?




How is it implemented?


Case Studies - Internationalisation of the curriculum

Volunteer Teaching Supporters in the Global Citizenship Voluntary Sector Programme

Postgraduate students are assisting Global Citizenship Voluntary Sector Programme session leaders through a bespoke ‘volunteer teaching supporter’ role. Taz Rasul (Programme Co-ordinator), Vicki Baars (Session Leader) and Imogen Long (Volunteer Teaching Supporter) discuss what this involves and why it’s beneficial for everyone.

Published: Dec 7, 2015 11:13:46 AM