Small Steps towards the Realisation of the Curriculum beyond Borders

 By, Norasikin Basir

In an increasingly interconnected world, the concept of a ‘curriculum beyond borders’ has gained significant traction in higher education. This approach emphasises the importance of integrating global perspectives into university curricula and prepares students to navigate and contribute to a diverse and dynamic global society. The traditional university curriculum has often been criticised for its narrow focus, primarily reflecting Western-oriented ideologies and knowledge systems. As the world becomes increasingly interconnected, there is a growing realisation of the need to broaden educational perspectives to include diverse cultural, social and intellectual traditions.

Therefore, the Department of Sociology and Anthropology (SOCA) of IIUM’s AbdulHamid AbuSulayman Kulliyyah of Islamic Revealed Knowledge and Human Sciences (AHAS KIRKHS) had taken its first initiative to change the way the traditional university curriculum has been practised for decades by providing a wide range of opportunities for SOCA academics and students to keep abreast and acquire advanced knowledge in their respective fields of interest, especially to cope with the ever-changing challenges and social development in the society with our counterparts in other countries.

The curriculum beyond borders aims firstly to promote cultural competence by familiarising students with various cultural perspectives locally and globally, enabling them to interact effectively and respectfully with people from different backgrounds. Secondly, engaging with different viewpoints encourages critical thinking and helps students to develop a more nuanced understanding of complex global issues. Finally, the curriculum also aims to equip students with the knowledge and skills they need to tackle global challenges and foster a sense of global citizenship and responsibility.

The recent academic collaboration with Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Padjajaran in Bandung in Indonesia, marks our first success in implementing a curriculum beyond borders. During our five days in Bandung, the activities we experienced touched on several key elements that cannot be achieved with a traditional university curriculum alone. The first element is broad content that reflects diverse cultural, social and intellectual traditions by incorporating literature, case studies and examples from different parts of the world. Second, in our activities, we have found that the curriculum requires an interdisciplinary approach to provide students with a sense of internationalisation, as a global curriculum often requires integrating insight into different fields to provide a comprehensive understanding of global issues. Third, in our activities, we have found that fostering collaborative learning experiences, such as group projects and discussions with fellow international students, certainly helps students develop teamwork and communication skills in a global context. Finally, experiential learning opportunities, such as study abroad programmes, internships with international organisations, and virtual exchanges, allow students to apply their knowledge in the real world and gain first-hand experience with other cultures.

Our stay in Bandung was filled with discussions and plans to coordinate research interests between SOCA and FISIP. We also took the opportunity to discuss the possibility of an exchange programme between the two universities for staff and students. During our visit to two villages, Desa Cileles and Desa Rancakalong, we realised that our students could do many activities in the villages of Malaysia that can benefit both sides – students and villagers. The SOCA courses, therefore, require more aggressive community engagement so that students are exposed to as much of the real-life experiences and challenges of the community as possible. By implementing a more thorough, down-to-earth type of community engagement, we will be able to perceive other experiences such as poverty, child labour, terrorism, social displacement, Muslim social suffering, and social and political upheaval.

SOCA students at Universitas Nasional who attended a two-week Sutan Takdir Alisjahbana Summer Course 2024 with 19 participants from nine countries.

Through this collaboration, the graduates we support will benefit in many ways from the activities we had undertaken and will undertake with other universities under the Curriculum Beyond Borders banner. We anticipate that graduates who have worked with international partners during their studies will have global skills such as cultural awareness, adaptability and the ability to work in diverse teams, which will enhance their employability. Exposure to different viewpoints broadens students’ perspectives and helps them to think more creatively and look at problems from various angles. Another aspect we hope to achieve is that the global curriculum will foster a sense of social responsibility, encourage students to engage with international issues and contribute to positive change in their communities and beyond. Finally, exposure to diverse knowledge systems and perspectives will enhance the academic excellence of our students by promoting critical thinking, innovation, and intellectual curiosity.

When we returned to Kuala Lumpur, the feeling of happiness turned to apprehension as we tried to anticipate the challenges we might face in implementing the plan. The biggest obstacle to implementing a global curriculum could be resource-intensive, requiring investment in teacher training, curriculum development, and support for experiential learning opportunities. In addition, developing appropriate methods to assess and evaluate students’ global competencies could also be challenging and require innovative approaches to measurement and feedback. Because this curriculum is relatively new, we anticipate resistance from teachers and administrators who are accustomed to traditional curricula and are reluctant to embrace new approaches. However, while preserving tradition, we must balance global perspectives and local relevance to ensure that the curriculum remains relevant to the local context while incorporating global insights. Finally, the biggest challenge in implementing the program will be to develop appropriate methods to assess and evaluate students’ global competencies, which can be challenging and require innovative approaches to measurement and feedback.

Dr. Sharifah Fatimah Al Attas with Dr. Isa (Crisanto) at the Social Development Centre, De La Salle University, Manila, the Philippines.

A curriculum transcending borders is essential to prepare students for success in a globalised world. By fostering cultural competence, critical thinking and global citizenship, universities can equip their students with the skills and knowledge they need to meet the complex challenges of the 21st century. While there are challenges to implementing a global curriculum, the benefits far outweigh the difficulties, making it a worthwhile investment for universities seeking to promote academic excellence and social responsibility. We plan to partner with two more universities in 2025, Universitas Nasional Indonesia and De La Salle University Philippines, to collaborate more on academic matters, research, and publications.***

(The writer, Dr. Norasikin Basir, is an academic with the Department of Sociology and Anthropology, AbdulHamid AbuSulayman Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia.)