Research on Teaching Strategies and Innovative Paths in Higher Education in the Face of Educational Globalization

Individual cognitive enrichment is a foundational element for effective learning, working, and relating to people in international and multicultural environments [28]. The cognitive component of the Global Competency Framework focuses on global knowledge and global issues, as well as language knowledge and usage. Among them, knowledge of history, geography, economy and society, and understanding of the political systems and cultural differences of different countries are necessary to pay attention to current events, familiarize oneself with international issues such as the global environment, energy and economic development, and understand the significance of the interdependence and common development of all human beings. It is worth pointing out that understanding of history and attention to real issues are also influenced by personal morality, responsibility, self-awareness, and self-confidence. In addition, the cognitive element of having good language skills and being able to understand and appreciate different cultural connotations is a necessary condition for expressing oneself appropriately and effectively in one’s mother tongue and at least one foreign language, and for being able to communicate intensively with one’s international peers in one’s area of specialization. However, it is worth pointing out that, in addition to linguistic competence, excellent professional competence is an important ability to communicate effectively and gain respect in one’s area of specialization.

In terms of communication and collaboration, the development of global competence needs to focus on the ability to support and interact with people from different cultures, to play a constructive role in society and the workplace, and to be able to resolve conflicts. At the action level, globally competent talents should have a global awareness and coordination ability, a spirit of cooperation, and be able to serve as team leaders, with the goal of cultivating talents with leadership ability in cross-cultural environments. As the saying goes, “A single person travels fast, but a group travels far,” and the ability to communicate and coordinate with others is essential for stability and success. Even with the current trend of anti-globalization, communication and collaboration are still the main means of solving problems and seeking common development with the frequent use of the Internet, so interpersonal literacy is a crucial competency for global competency.

The international knowledge that students need to master is broadly categorized into three aspects: international politics, economy, and culture [29]. Understanding the development trend of world multipolarity, exploring international relations and the determining factor affecting international relations is national interests, the theme of today’s era is peace and development, but the theme of the era of peace and development is still facing a lot of challenges, in terms of great power diplomacy our country adheres to the independent foreign policy of peace, pioneering the promotion of great power diplomacy with Chinese characteristics, and contributing to the promotion of today’s world peace and development with Chinese wisdom and Chinese programs. Through the learning of this unit of knowledge, students review the historical knowledge learned, can draw the timeline of the formation and development of the world multipolarization, know the trend of today’s international political development, through the study of students can understand that we are now in the world is experiencing a hundred years without a major change, the world situation is intricate and complex, in this context, a rich reserve of international knowledge is necessary for the feeling of the changes in the international community. The students will be able to comprehend that we are currently experiencing a significant change that has not been witnessed in a century.

Whether in the process of learning professional knowledge, or in social interaction, should first have the ability to obtain information, and today is in the complex social environment, coupled with the rapid development of information technology, a variety of network information resources are mixed, how to get the correct social information, which requires students to cultivate their own good ability to obtain information, so that they can correctly analyze globalization perspective of various issues, so as to better participate in international affairs and develop an international perspective. It is necessary for students to cultivate good information acquisition skills so that they can correctly analyze various issues under the perspective of globalization, and thus better participate in international affairs and expand their international vision. Cultivating students’ ability to analyze and judge problems is the responsibility of high school Civics courses. The ability to analyze and judge problems in an intricate social environment and changing international situations is beneficial for students’ international literacy and cultivation of international vision.

So that when students face international problems, they can objectively analyze and judge international affairs with a rich reserve of international knowledge, a keen sense of affairs, a correct professional stance, and a global and broad vision, enhance their sense of mission as a global citizen, and contribute to the prosperity and strength of the country and the development of human undertakings [30]. In a word, on the study of cultivating students’ international vision, in which reserve knowledge is the foundation, developing ability is the key, and improving students’ international literacy is the landing point, these three levels of cultivation content help contemporary students to establish curriculum self-confidence, improve the core literacy of Civic and Political Science Classes, and become well-rounded globalized talents.

The Cronbach’s Alpha coefficient of the reliability statistic can be used to test whether the questionnaire data is reliable or not, which is an indispensable index when constructing the reliability model.Alpha takes the value between 0 and 1, the larger the coefficient, the more stable and reliable the data of the questionnaire is, on the contrary, the smaller the value of Alpha is, which means that the data of the questionnaire is erroneous to a certain extent. The specific criteria are an Alpha coefficient greater than or equal to 0.9, which indicates that the reliability of the scale is very satisfactory; 0.8-0.9 indicates satisfactory reliability. 0.7-0.8 indicates that the reliability is good, when the Alpha coefficient is less than 0.6, it means that the reliability of the scale is unsatisfactory, and it needs to be adjusted, or it can’t be used as a formal sample.

Structural validity is the ability of the measurement results to explain the measured data, that is to say, reflecting the consistency of the measurement process with the requirements of the subjects’ expected goals.KMO test statistic is one of the most important tools used to analyze the degree of influence of the respective variables of the structural equation model on the dependent variable, which is often used to examine the strength of the interrelationships between factors of various dimensions, and the share of the total effect of the various factors.The value of the KMO ranges between 0 and 1, and the larger the coefficient, the greater the interrelationships between the variables. The KMO value is between 0 and 1, the larger the coefficient, the stronger the correlation between the variables, indicating that there is a significant positive correlation between the variables, and vice versa.The KMO value is greater than 0.8, indicating that it is appropriate to do factor analysis, 0.7-0.8 indicates that the validity is OK, and less than 0.7 indicates that the validity of the scale is insufficient, and it is necessary to make adjustments to the questionnaire.

The results of the reliability and validity test are shown in Table 1. The internal consistency reliability coefficient of 980 valid questionnaires is 0.873, which indicates that the reliability of this questionnaire is ideal and the reliability of the questionnaire is reasonable. Through the validity test, it was found that the number of tangent vectors at KMO sampling was 0.856, and the Bartlett’s spherical value was 1809.355, p<0.000, which indicated that the test of significance was passed, and it met the basic requirements of factor analysis.

Then the principal component analysis was used to extract the constituent factors, and the results of the factor analysis are shown in Table 2. The factor loading coefficients all met the criterion of greater than 0.5, and the cumulative variance contribution rate reached 58.823%, indicating that the questionnaire has good structural validity.

Table 3 shows the statistics of the results of the evaluation of the scale of development of globalization.The evaluation indicators score all surpass the average value of 3.31 points.The highest score of 3.47 on the indicator that indicates that the institution attracts a lot of international students to further their studies indicates that the institution in the city is doing relatively well in attracting international students. Secondly, the score of 3.41 on providing sufficient globalized internship opportunities also indicates that the institution has some advantages in these two aspects. Finally, the score of 3.31 on the indicator of having college student mentors with overseas backgrounds is relatively low and needs further improvement.

The evaluation of the current status of globalized exchange and cooperation is shown in Table 4. The degree of globalization of institutions in a city could be enhanced. The average score is 3.17 in terms of the indicator of “collaborating with university students from other countries in research”. This shows that the current status of international cooperation among university students is not satisfactory, and consideration can be given to strengthening exchanges and cooperation with foreign universities, expanding the international perspective of university students, and improving the level of research. The average score for the indicator of “numerous globalization cooperation projects of the university” is 3.21 points. This shows that there is a need to enrich the global cooperation programs of the university, and it can consider joint exchange programs and short-term study visit programs with foreign universities to improve the international competitiveness of students and expand the international influence of the university. The average score of the indicator “Participation in international conferences organized by the university” is 3.27 points. This shows that the degree of participation in international conferences needs to be strengthened, and consideration can be given to increasing the support for teachers’ participation in international conferences and improving the frequency and quality of teachers’ international exchanges. The average value of the current status of globalized exchange and cooperation in education for college students is 3.28 points, indicating that the overall level of the school in globalized exchange and cooperation in education for college students needs to be improved.

Table 5 shows the evaluation of the current status of the faculty and curriculum. The mean value is about 3.11. On the whole, there is much room for improvement in terms of faculty and curriculum globalization in a city institution. In terms of faculty, it can be seen that the value of “the institution is rich in foreign teachers” is 3.06, which is at an average level. In other words, the number of foreign teachers exists but is not abundant enough. In terms of some indicators of the curriculum, we can see that the values of “courses for university students with English courses”, “rich variety of global courses for university students”, “courses for university students suitable for international students”, and “courses for university students with sufficient global elements” are 3.34, 3.09, 3.17 and 3.07, respectively, all of which are at the average or medium level. It shows that there has been corresponding investment and development in the curriculum of colleges and universities, but it still needs to be strengthened and improved in the future.

Table 6 presents an assessment of the current state of management in relation to globalization.The mean value of the five indicators is 3.13, which indicates that the overall evaluation is on the medium side. The lowest evaluation of the enrollment policy being open enough to international students, with a mean value of only 3.05 points, indicates that there is still a lot of room for improvement in this aspect in the institutions of higher education in one of the major cities. At the same time, higher education institutions are not considered to have high visibility of globalized education for higher education students, with a mean value of only 3.16 points. These two indicators not only reflect that the institutions of higher education need to improve their recruitment strategies for international students, but also that they need to make further efforts to strengthen the publicity and promotion of globalization. Respecting and supporting cultural differences among different countries is the indicator with the highest score, with a mean value of 3.31, indicating that major institutions of higher education are doing well in cultural diversity. In addition, the mean values of the indicators of institutions of higher education having special funds for globalized education and sufficient investment in the globalization of education for students in higher education are 3.17 and 3.16 respectively, which show that a certain amount of strength has indeed been invested in economic investment. However, it should be noted that since the inputs and benefits of higher education have a certain time lag, improvements in this area need to be thought about and planned from a long-term perspective.

University Z is a “211 project” construction school and a “double first-class” construction university in a certain city. It has a complete range of academic disciplines, covering multiple majors, multiple degree types, and multiple grades of college students, involving humanities, arts, social sciences, science, engineering and other disciplines, and it is more representative to be selected as the research object.

In this study, the Globalization Competence Evaluation Scale was used as an evaluation tool for the globalization competence of college students. The overall validity of the scale was tested to be 0.913, and the internal consistency of each dimension was close to or even exceeded the high reliability level, and the scale as a whole had good reliability and validity. The evaluation scale for college students’ globalization ability consists of three dimensions, which form three primary indicators and eight secondary indicators. According to the five-point Likert scale, the question options of “very inconsistent” to “very consistent” are assigned 1 to 5 points respectively. The indicator system is as follows:

Knowledge and understanding, including: global knowledge, global understanding, and international academic competence.

The mean and standard deviation of the globalization competence of the students of University Z are divided into competence and level by using the Likert five-point scale, in which “very inconsistent” is set as 1 point, “relatively inconsistent” as 2 points, “average” as 3 points, “relatively consistent” as 4 points, and “very consistent” as 5 points. The mean and standard deviation of globalization competence and its dimensions of university students at University Z are shown in Table 7.

With an overall mean score of 3.46 and a standard deviation of 0.59, students’ globalization competence is at the “average” level. Among the three dimensions of students’ globalization competence, the mean value of the attitude and values dimension is 3.89, with a standard deviation of 0.62, the mean value of the globalization knowledge and understanding dimension is 3.38, with a standard deviation of 0.67, and the mean value of the skills and intercultural communication dimension is 3.22, with a standard deviation of 0.61.

Among the eight factors, the value identity factor (mean value of 4.21) was the highest, and the value identity was at the “good” level. The five factors of globalization attitude (mean 3.92), global awareness (mean 3.8), global understanding (mean 3.78), ability to use tools (mean 3.52), and global knowledge (mean 3.37) were at the “average” level. The cross-cultural communication competence factor (mean 2.99) and international academic competence (mean 2.49) in the global knowledge and understanding dimension were both low and at the “poor” level.

Among the three dimensions, the attitudes and values dimension is at a higher level, indicating that as they grow older, through the education of values at home and school, and through their own attention to the international community, they gradually develop their own judgments and ways of thinking in terms of their awareness of globalization, attitudes towards globalization, and identification with values, and gradually form more stable attitudes and values towards the development of their own country and the international community. Values. Skills and intercultural communication rank lowest among the three dimensions of globalization competence, which indicates that Z university students still need to improve their skills and intercultural communication competence.The mean score of intercultural communication ability is only 2.99, which may be related to the differences in students’ individual characteristics and the lack of opportunities for intercultural practice.

In order to understand the objective situation of the students, this study used the independent samples t-test to find out whether there is a significant difference between the variables of different genders, educational levels, and urban/rural origins in the globalization competence, dimensions, and their factors among the students of the University of Z.

The method of independent samples t-test was used to analyze the significant differences between students of different genders in globalization competence and its dimensions, and the specific results are shown in Table 8. In terms of the dimensions, the p-value of globalization competence and each dimension is greater than 0.05, which indicates that there is no statistically significant difference in students’ globalization competence in the variable of gender.

In this study, the subjects were mainly divided into two categories: master’s degree students and doctoral degree students, and the independent samples t-test was chosen to test whether there is a significant difference between graduate students’ internationalization competence and the dimensions at the educational level, and the results are shown in Table 9. In the dimension of knowledge and understanding, the mean value of master’s degree students is 3.43, and the mean value of doctoral degree students is 3.67, with a t-value of -2.185, P=0.008, which passes the test of significance at the level of 0.01; in the dimension of skills and intercultural communication, the mean value of master’s degree students is 2.96, and the mean value of doctoral degree students is 3.2, with a t-value of -3.504, and a p=0.000<0.001. 0.000<0.001, passing the test of significance at the 0.001 level; in the Attitudes and Values dimension, the T-value is 0.377, P=0.746, failing the test of significance at the 0.05 level; in Internationalization Competence of Postgraduate Students, the mean value of Master’s degree students is 3.17, and that of doctoral students is 3.59, with a T-value of -2.519, P=0.024 <0.05, significant difference at 0.05 level. It indicates that there are significant differences between graduate students of different educational levels in the dimensions of internationalization competence, international knowledge and understanding and skills and intercultural communication, and there are no significant differences in the dimensions of attitudes and values. Overall, the level of internationalization competence of doctoral students is higher than that of master’s students.

In this study, the students’ source of origin was divided into two groups, urban and rural, and the independent samples t-test was mainly used to test the significant differences between graduate students’ internationalization competence, the dimensions and their factors. Table 10 shows the results of the test.

In the dimension of knowledge and understanding, the mean value of graduate students from urban areas is 3.63, the mean value of graduate students from rural areas is 3.36, and the T-value is 3.84, P=0.000<0.001, which passes the test of significance at the level of 0.001; in the dimension of skills and cross-cultural communication, the mean value of graduate students from urban areas is 3.19, and the mean value of graduate students from rural areas is 2.94, T= 3.68, P=0.000<0.001, which passed the test of significance at the 0.001 level; in the dimension of Attitudes and Values, the mean value of graduate students from towns was 4.03, and that of graduate students from rural areas was 3.77, T=4.495, P=0.000<0.001, which passed the test of significance at the 0.001 level; and in the dimension of Internationalization Competence, the mean value of graduate students from urban and the mean value of graduate students is 3.65, and the mean value of graduate students from rural areas is 3.39, T=4.905, P=0.000<0.001, which passes the test of significance at the 0.001 level. It indicates that graduate students from different urban and rural sources show significant differences in their internationalization competence and its dimensions.Overall, the overall level of internationalization competence of graduate students from urban areas is higher than the level of internationalization competence of graduate students from rural areas.

First of all, we utilize the advantages of international students’ educational resources to enrich cross-cultural exchange activities. As an important carrier of “the friendship of nations lies in the affinity of people”, international students are not only the main body of knowledge learning but also the messengers of cultural exchange. They are the most important human resources for the construction of an international campus culture in colleges and universities. In terms of international students, colleges and universities should change the past management mode of having two branches and two tracks for international students and local students, and realize the convergence management of international students and local students on the basis of respecting differences. Convergent management is not equal to non-differentiated management, but refers to the expansion of the breadth and depth of common study and common life between international students and local students on the basis of recognizing and respecting the differences in culture and customs, so as to let the local students broaden their international vision and improve their ability to participate in international exchange activities through exposure to the world. On the other hand, colleges and universities should make full use of local students with cross-border exchange experiences, and carry out cross-cultural exchange activities at various levels for all students, with them as the main body.

Secondly, the potential of Chinese-foreign cooperative education should be fully explored. Chinese-foreign cooperative education has entered the stage of improving quality and efficiency, serving the overall situation, and enhancing capacity.As a unique method of cultivating international talent, Sino-foreign cooperative education is highly compatible with study abroad in terms of teaching language and cultivation mode, and has introduced rich international educational resources for China. Fully exploring the potential of Chinese-foreign cooperative education and actively exerting the radiation-driven role of Chinese-foreign cooperative education resources is an inevitable choice to improve the quality of international talent cultivation in colleges and universities and to cultivate more internationalized talents.

Teachers are the main body of educational practice and play a leading role in the process of cultivating internationalized talents in colleges and universities, and have a positive impact on teaching advanced knowledge, cultivating open-minded talents and serving the society. The level of international faculty in a university directly affects the level and quality of international talent cultivation.Creating a high-level internationalized faculty is conducive to improving teachers’ motivation and creativity, and promoting the sustainable development of international talent training in universities. With the continuous expansion of the development and autonomy of universities in China, the composition of university faculty has gradually become internationalized, and the teachers’ awareness of internationalization has been continuously strengthened. The internationalization of university faculty is characterized by the renewal and integration of the faculty management system from the initial mobility of the personnel, and a relatively perfect internationalized faculty training system and faculty management system has been formed. However, through the survey, it is found that there are still problems such as teachers’ awareness of internationalization needs to be strengthened and the proportion of foreign teachers is low. Based on this, colleges and universities need to take the initiative to take measures to build an internationalized faculty training model that promotes both the institution level and the teachers themselves, and to accelerate the formation of a high-level internationalized faculty with a general international outlook and excellent skills.

At the institution level, the main role is to further improve the mechanism of combining introducing and going out.Firstly, under the guidance of the overall plan for internationalization development of the university, the introduction plan for high-level talents is fully promoted in the advantageous disciplines.Through a combination of online and offline methods, we aim to introduce a number of outstanding teachers with international influence and industry authority. Secondly, “taking materials locally”, relying on the school’s existing international exchange and cooperation programs, promote teachers to further go out in the form of overseas study visits, academic exchanges, seminars and other forms, so as to promote teachers in cross-cultural exchanges and Sino-foreign cooperation to continuously improve their international literacy and international teaching ability.

To build an internationalized curriculum system, to carry the concept of internationalization through every link of the curriculum, and to improve the quality of internationalized curricula are the important contents of the cultivation of internationalized talents in colleges and universities. Firstly, we should focus on the advantageous disciplines and take the lead in the construction of high-level internationalized curricula in the advantageous disciplines, and then gradually expand them to other curricula, so as to realize the comprehensive internationalization of the curricula of colleges and universities in a gradual and orderly manner. The development of curriculum internationalization is closely connected to disciplines.The construction of internationalized courses should focus on the dominant disciplines to create a batch of high-level internationalized courses, while strengthening the internationalized reform of teaching methods and contents. The content of the courses should be adjusted in a timely manner in accordance with the needs of local economic and social development, so as to make it in line with international standards In addition, the evaluation of the courses should be improved, and the evaluation system of internationalized courses should be constructed in accordance with the needs of the national development strategy and the realistic needs in the process of international exchanges and cooperation. The internationalized courses should be evaluated comprehensively and dynamically from multiple perspectives, such as course objectives, course contents, and ways of achieving the course.