Sudanese Tertiary Staff’s perceptions Towards Global Awareness
Abstract
The Sudanese English curriculum emphasized the development of global communicative capability and intercultural understanding. The definition of global awareness, on the other hand, has not been well clarified or discussed. Previous exploratory studies on the scope of global learning has been limited. The aim of this qualitative given scenario was to learn more about EFL teachers' global awareness ideas and values at Sudanese universities. There were 15 English language teachers in attendance. Extensive focus groups and interviews were used to collect information. The research found the teachers' perspectives on the principle and goal of general awareness, the intent and value of global awareness, the relationship between global awareness and learning a language, and traditional educational approaches. Suggestions for school staff and teachers are available. In educational policies, global awareness has progressively been stressed while the idea of global awareness, on the other hand, has not been well clarified or discussed in Sudan. Previous research work on the level of global awareness has been limited.
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