Promoting Global Academic Mobility for Sustainable Development

Dilrabo Bakhronova

1,*

and Shakhnoza Adilova

Uzbek State World Language University, Uzbekistan

Tashkent State Technical University, Uzbekistan

Keywords: Modern Technology, Academic Mobility, Sustainable Development.

Abstract: This article aims to investigate various aspects of the contemporary higher technical education system and its

operation in the context of intricate interactions with individuals and groups worldwide. Over the last three

decades, higher education has experienced unprecedented globalization, reaching new dimensions. The

globalization of contemporary universities holds additional significance in the context of the Fourth Industrial

Revolution. The study explores the interconnectedness of globalization and internationalization, highlighting

the constructive synergy that arises from their interaction. Special attention is given to the primary features

of combined higher education programs as powerful instruments for fostering intellectual mobility. The article

presents a conceptual framework, methodological and organizational design characteristics, and shares

experiences gained through collaborative international projects. Concrete examples of universities in Central

Asia expanding their global presence are also described.

1 INTRODUCTION

Contemporary universities employ innovative

technologies in their management practices, offering

well-defined objectives and practical solutions to

assigned tasks. At every level of education - national,

regional, sectorial, and institutional -

internationalization is embraced as a progressive

management approach. This approach enables the

expansion of educational objectives, functions, and

procedures on a global scale. Education has now

become an integral part of state policies to tackle

political, social, and economic challenges.

Authors Hancherenok I. and Gorbachev N., in

their book "Globalization 4.0," emphasize the need to

enhance the educational system to effectively respond

to present-day difficulties. These challenges will

significantly shape the future, exerting global

influence on economies, political alignments, and

social interactions.

Countries are increasingly recognizing the

importance of regulating the export of educational

services and providing government support to the

education sector, which has emerged as a substantial

export industry with significant economic potential.

Many nations are adopting policies and strategies to

facilitate the growth of education exports, aiming to

internationalize education and attract students from

other countries. Moreover, policymakers are altering

their approaches to education and the job market to

attract a diverse student population from abroad.

However, the internationalization of higher

education goes beyond the mere attraction of

students. It involves collaboration, exchange

programs, joint research projects, and the integration

of international elements into curricula. The mobility

of students, faculty, and educational programs has

become increasingly crucial in diversifying

educational services.

Promoting global academic mobility is vital for

achieving sustainable development. The

globalization and internationalization of higher

education play a crucial role in fostering intellectual

mobility and intercultural exchange. Through

international collaborations, universities contribute to

the development of a knowledge-based economy and

prepare students to thrive in an interconnected world.

It is imperative to recognize the interplay between

globalization and internationalization and utilize

effective management tools to ensure successful

implementation. By promoting global academic

mobility, universities can cultivate the skills and

knowledge necessary for sustainable development in

an evolving global landscape.

In practice, educational resources, programs, and

institutions worldwide collaborate to address the

820

Bakhronova, D. and Adilova, S.

Promoting Global Academic Mobility for Sustainable Development.

DOI: 10.5220/0012512100003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 820-823

ISBN: 978-989-758-687-3

challenges associated with various types of

internationalization in higher education. Based on the

characteristics of the internationalization process and

the positioning of countries in the global market of

educational services, three orientations can be

identified: import orientation, import-export

orientation, and education export orientation.

Consequently, educational services are delivered

diversely, with increased mobility of students,

teachers, educational programs, and institutions. This

trend leads to greater overall mobility in educational

programs and institutions.

2 INTERNATIONALIZATION AS

AN INNOVATIVE

TECHNOLOGY FOR

MANAGING HIGHER

EDUCATION

The current higher technical education system is

represented by institutions that rely on complex

connections with individuals and groups worldwide

to function successfully. The concept of

internationalization permeates all aspects of

education and serves as a guiding principle for the

development of contemporary technological systems

in educational institutions, including universities.

Academic mobility, involving incoming and outgoing

students, graduate students, teachers, scientists, and

administrative staff, is an integral part of

internationalizing education. Joint educational

programs leading to dual diplomas and degrees,

collaborative research projects with international

partners, joint activities at network universities, and

hosting international forums are crucial components

of internationalization. Active participation in the

export of educational goods and services also

contributes to this process. According to Salmi and

Frumin (2013), the primary motivation for

internationalization is not a lack of talented students,

teachers, and researchers within a country, but rather

the need to integrate these individuals into

international networks to facilitate the exchange of

advanced knowledge.With the increasing need for

applied scientific research, technical universities are

becoming more integrated into everyday life.

Internationalizing technical education should

encompass various forms of international

cooperation, including individual mobility of

students, faculty, and administrative staff for

educational purposes, curriculum and institutional

mobility, the development of international curriculum

standards, the incorporation of international elements

and educational standards, as well as institutional

cooperation aimed at forming strategic educational

organizations and achieving common educational

goals.

The concept of internationalizing higher

education is commonly divided into "internal" and

"external" aspects, emphasizing the importance of

both domestic and international dimensions.

Consequently, the internationalization of technical

education is becoming a targeted policy in many

countries. This policy aims to address national,

political, social, and financial challenges while also

enhancing the skilled workforce in those countries.

The application of digital technologies and the

development of a philosophy surrounding their

utilization contribute to the practice of

internationalizing education. These technologies

empower us to engage in collaborative knowledge

creation, embrace diverse perspectives from different

contexts and worldviews, conduct advanced analyses,

and enhance our ability to navigate and thrive in an

ever-changing and diverse environment.

Overall, the internationalization of higher

education through innovative technologies is crucial

for universities to thrive in a globalized world. It

facilitates knowledge exchange, fosters collaboration,

and prepares individuals for the challenges and

opportunities of a rapidly changing society.

Furthermore, we are currently in an era

characterized by abundant information and scientific

knowledge, which presents new challenges for the

education system in preparing students for life and

careers in the rapidly evolving landscape of the

information age. The objective goes beyond

enhancing educational attainment levels; it

encompasses fostering a new mindset that aligns with

the dynamic economic, social, and informational

trends of our time (Dronova, 2006).

The field of pedagogical informatics addresses the

challenges of educating individuals who will live in

an information society. It focuses on equipping

people with the necessary skills to function

effectively in an information-driven society. This

includes computer literacy, information support for

education through knowledge and databases, and

individualized education using innovative computer

learning technologies. The goals of education

informatization include the development of

intellectual abilities, humanization of education, and

improving its accessibility. Multimedia, in particular,

can play a significant role in facilitating the necessary

paradigm shift in education. In today's society,

students need to possess the ability to seamlessly

Promoting Global Academic Mobility for Sustainable Development

821

integrate social contacts and information flow into

their activities, whether related to their professional

field or not. As society becomes increasingly digital,

technical universities should prioritize nurturing

socially engaged individuals who are prepared and

competent to participate in activities related to

information and social interaction. To optimize the

learning process, it is crucial to transition activities

that directly support education to the university's

information environment, ensuring effective control

over access to information resources and services.

This involves integrating the university's diverse

resources into a unified network of open education.

Within the creative educational environment, an

information flow management system is

implemented to facilitate seamless collaboration

among all stakeholders involved in the educational

process, including teachers, researchers, students,

librarians, and others. The overarching strategic

objective of this collaboration is to equip specialists

with the essential level of information training,

empowering them with the necessary skills and

opportunities for lifelong learning throughout their

professional journeys. These skills and characteristics

are highly sought after in a society undergoing rapid

transformation and in a world where change is the

only constant.

Joint educational programs play a crucial role in

enhancing the teaching competence of foreign

languages, especially in the ongoing reforms within

Uzbekistan's higher education system. These

programs are designed to improve the quality of

education and align it with international standards,

positioning Uzbekistan as a prominent hub for

international education in Central Asia.

One notable example of internationalization is the

joint educational program between Tashkent State

Technical University (named after Islam Karimov)

and Belarusian National Technical University,

established through negotiations between the two

countries. In accordance with the Decree of the

President of the Republic of Uzbekistan NoPP-4524

20.11.2019, the objective is to establish a Belarusian-

Uzbek interdisciplinary institute for applied technical

education and vocational training. This initiative aims

to cultivate a highly skilled workforce of engineers

and technical personnel, directly contributing to the

region's economy. The decree was issued on

November 20, 2019.

However, the implementation of joint programs

faces challenges due to differences in the regulation

of higher education quality among participating

countries. Harmonizing the competence potential of

educational programs becomes a critical and complex

aspect in designing and executing these programs.

To achieve the goals of the joint program, students

from Tashkent State Technical University spend two

years studying at Belarusian National Technical

University in Belarus, where they receive their

degrees upon completion. This collaboration utilizes

the expertise and educational programs developed in

Belarus to meet the technical and economic needs of

projects in Uzbekistan. Moreover, it encourages

intercultural dialogue and fosters a broader

understanding of diverse perspectives.

The Institute offers a unique educational approach

with a high level of academic mobility, enabling

students to gain diverse experiences and knowledge

from different institutions.

3 CONCLUSIONS

In conclusion, the benefits of internationalization in

education are undeniable. By embracing international

collaboration, countries can achieve their strategic

objectives, expand the export of educational services,

and improve the quality of their programs. The

exchange of ideas, expertise, and best practices

among institutions from different countries enriches

educational systems and drives innovation.

International exposure and cultural immersion

provide students with valuable intercultural

competencies and a global perspective, equipping

them for success in today's interconnected world.

Furthermore, internationalization contributes to

economic development by attracting international

students and stimulating local economies. To fully

leverage the advantages of internationalization,

countries must address challenges such as ensuring

quality assurance, providing support services, and

promoting inclusivity. By doing so, they can establish

themselves as leaders in education, foster cross-

cultural understanding, and contribute to a more

interconnected and prosperous future. The potential

benefits of internationalization far outweigh the

concerns, making it a crucial aspect of education in

our increasingly globalized society.

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