It is vital we teach social and cultural resilience in an increasingly hostile world

As Global Education Week gets underway, Professor Lynn Clouder and her colleagues in the Research Centre for Global Learning, reveal how Coventry University Group is fostering societal and cultural resilience for students around the world through education.

Education that promotes societal and cultural resilience involves exploring how we adapt and recover from global challenges such as economic instability, social upheaval and environmental changes. The world is becoming an increasingly hostile place, one where tragedy and disaster are becoming a terrifying new norm. It is essential that, as educators, we not only recognise this but that we begin to enhance our understanding of societal and cultural resilience through our teaching and research.

Global Education Week is all about connecting people through dialogue, cooperation and mutual learning and education. With a focus on sharing experiences and perspectives, commitment to collaborative problem-solving programmes and interactions with international networks and collaborators, it is actively helping connect people for a more inclusive planet.

Developing competencies like critical thinking, problem-solving and cultural understandings, will enable our learners to thrive in our interconnected world. Education that promotes social cohesion and acceptance by developing global-minded citizens means that they not only understand cultural diversity but appreciate and value it. It also helps build flexibility among our learners by delivering teaching on how we can adapt to change in times of crisis, whether it be economic instability, health concerns or social conflicts. By integrating these elements into our education systems here at home, and with our partners around the world, we will be on a path to building more resilient, cohesive and accepting societies.

At Coventry University Group we have long understood the importance of education as a tool to develop communities. Through our Centre for Global Learning, we are actively encouraging our students and staff to engage with the world around them, to cultivate global citizenship and to develop critical literacy skills that address global challenges and support social justice.

Our teaching encapsulates what it means to be a global learner and blends theoretical knowledge and practical insights. Our International Relations course, for example, examines how resilience enables states, institutions and societies to endure, adapt and thrive amidst societal complexities. We are also committed to understanding how we can best support disadvantaged or marginalised groups. By addressing the unique challenges they face, we can help ensure that society is inclusive and create an equitable experience that values each student's background and promotes social integration.

Harnessing the full potential of international collaborations is also essential and, for the past four years we have been reinforcing our commitment to global academic partnerships through the 'Transforming Staff Doctorate Research' programme. This programme acknowledges our ongoing commitment to nurturing educational partnerships and enhancing higher education on a world-wide scale.

Our efforts, however, extend beyond the walls of the classroom. The Group’s research centres are proud to have been involved in several international projects aimed at cultivating a deeper understanding and appreciation of societal and cultural resilience while also delivering lasting positive impacts to communities around the world. Furthermore, the emphasis we place as an organisation on cross-centre research collaborations is another of our strengths and helps us leverage the skills of our research community as we look to drive innovation produce outcomes with lasting positive impacts. The Community-Centred Educational Model for developing Social Resilience (ACES) project, for example, targeted social resilience among South-East Asia’s young people by investigating the impact of transformative education through playful approaches and experiences on developing social resilience. ACES concluded in 2023; however, our work in the region continues through the I-HEDU project, as we look to enhance disability-inclusive education across the country's higher education institutions.

Now, more so than ever before, is the time to create environments that educate and inspire as we look to equip our future leaders with the skills necessary to create resilient, inclusive and adaptive societies. Moreover, through our research, we must continue to influence policymakers at various levels to contribute to more resilient universities. We are incredibly proud of the work that is already taking place across the Group, but we can and must do more. At the end of the day, this isn’t just about fostering cultural and social resilience; it is about creating better futures for those who need it most around the world.

Find out more about the Research Centre for Global Learning.