Internalization of Global Perspectives in Primary Education: The Role of International-Based Elementary Schools in the Era of Modern Globalization

Abstract

 This study aims to analyze the internalization of global perspectives in elementary education and the role of international-based elementary schools in the era of modern globalization. The research employs a qualitative approach using a literature review method by examining various national and international journal articles related to global education, curriculum innovation, and the development of students’ competencies. The data were collected through systematic searching, selection, and analysis of relevant academic sources and were analyzed using descriptive-qualitative techniques, including identifying key concepts, comparing findings, and synthesizing results. The findings indicate that the internalization of global perspectives plays an important role in enhancing students’ global awareness, critical thinking skills, and understanding of cultural diversity. International-based elementary schools contribute significantly by integrating global issues and implementing student-centered learning approaches such as inquiry-based, collaborative, and problem-based learning. These approaches support the development of 21st-century skills, including communication, collaboration, creativity, and problem-solving abilities. However, challenges such as teacher readiness, curriculum adaptation, and limited educational resources remain obstacles in the effective implementation of global education. In conclusion, the internalization of global perspectives through international-based elementary schools has a positive impact on improving students’ competencies in facing global challenges. It is essential to balance global competencies with national values to ensure the development of students who are both globally competitive and culturally grounded.