Teng, J., Yang, Y. Q., & Zhou, J. X. (2023). Development of International Understanding Curriculum to Improve Teachers’ Professional Quality: Based on In-Depth Interviews with 15 “Seed Teachers”. Education Science, 39, 59-65.

has been cited by the following article:

• TITLE: Cultivation of International Understanding Literacy for Teachers: Problems, Causes, and Solutions

  AUTHORS: Nan Wu

  KEYWORDS: International Understanding Literacy, Problems, Causes, Solutions

  JOURNAL NAME: Creative Education, Vol.15 No.6, June 25, 2024

  ABSTRACT: In the context of the era of globalization, the international understanding literacy of teachers is crucial for cultivating students with a global perspective. However, there are certain deficiencies among primary and secondary school teachers in areas such as international vision, cross-cultural communication, teaching content, and professional development. This study aims to deeply analyze the causes of these issues and propose practical countermeasures and suggestions. By strengthening international vision education, providing cross-cultural communication training, integrating international teaching content, increasing professional development opportunities, establishing a support system, and reforming the evaluation system, the international literacy of teachers can be effectively improved. This will promote the comprehensive development of students and contribute to building an open, inclusive, and interconnected world.