Keywords

Introduction

With many educators realizing internationalization’s potential to improve innovation and raise the quality of education, an increasing emphasis on internationalization in teacher training programs and curricula has occurred in recent years (Acedo, 2012; Larsen, 2016; Olmedo & Harbon, 2010). Internationalization is crucial for teachers to be able to adjust their teaching methods to the various needs of students from all cultures and backgrounds as globalization continues to change the globe. According to a report by the Organisation for Economic Co-operation and Development (OECD, 2004; as cite in Hénard et al., 2012), internationalization encompasses the integration of intercultural and international elements into the curriculum, teaching practices, research, and extracurricular activities. This approach helps students develop international and intercultural skills without ever leaving their country. Mikulec (2014) stated that the internationalization of teacher education can foster innovation and enhance quality in preparing teachers.

Canada has long been renowned for its multiculturalism and welcoming approach toward immigration. This reputation has positioned Canada as a model for coexistence among individuals from diverse backgrounds. Notably, Canada was the first country to implement an official multiculturalism policy, which has contributed to its positive global perception (Watt, 2016). Moreover, the Accord on the Internationalization of Education, released by the Association of Canadian Deans of Education (2014), emphasizes the significance of internationalization in teacher education within Canada. Canada has made significant strides in promoting internationalization in its education system, with many universities and colleges offering programs that provide opportunities for students to gain international experience and an international perspective (Guo & Guo, 2022). As such, this study uses the case of Canada to reveal the relationship between internationalization and innovation in teacher training programs.

The aim of this study is to provide a comprehensive overview of the complex interactions between internationalization and innovation in Canadian teacher education and curriculum. Examining this interaction in Canadian teacher training programs can help one gain a better understanding of the potential benefits and challenges of increasing internationalization. This study will utilize a wide array of sources, encompassing research findings and reports from educational institutions and organizations. These sources will be employed to investigate the diverse ways in which internationalization is influencing teacher education in Canada. Additionally, the study will examine how internationalization contributes to fostering greater innovation within the curriculum. By drawing on these sources, a comprehensive understanding of the impact internationalization has on teacher education and its role in driving curriculum innovation in Canada can be attained.

Internationalization and Innovation

Before delving into Canadian teacher training programs, establishing clear definitions of the terms internationalization and innovation is essential. Internationalization in the context of education encompasses the integration of an international, intercultural, and global perspective into various educational practices such as teaching, research, and curriculum development (Acedo, 2012; Strielkowski et al., 2021). This involves a range of activities, including international student and faculty exchanges, collaborative research initiatives with international partners, and the infusion of international viewpoints into course content. According to Strielkowski et al. (2021), the primary rationale for the internationalization of higher education is to foster a more cooperative, equitable, and democratic global community. For instance, attracting foreign students aims to enhance academic, cultural, and educational interactions with other nations, as well as to increase the international competitiveness of local universities (Wihlborg & Robson, 2018). The ultimate objective of internationalization is to prepare students for a globalized world by exposing them to diverse cultures and perspectives while equipping them with the necessary skills and knowledge to thrive in an increasingly interconnected global landscape.

In the context of education, innovation pertains to the generation of fresh and creative ideas, practices, and approaches that lead to positive transformations (Foray & Raffo, 2014). It encompasses the development of novel concepts and solutions that bring about change (Havelock, 1973). According to the OECD (2017), innovation is defined as the active pursuit of creative and innovative solutions to tackle significant challenges. It involves approaching these challenges with an open and exploratory mindset, coupled with disciplined experimentation. In line with this, Serdyukov (2017) has provided a comprehensive definition of innovation as a process that goes beyond existing practices and involves the generation of fresh ideas that enable one to carry out tasks in novel ways. This definition emphasizes the importance of breaking free from conventional approaches and fostering a mindset of creativity and originality in order to drive innovation.

Innovation in education can manifest in various forms, including the adoption of new teaching methods, the integration of technology in the classroom, and the creation of innovative curriculum materials. The fact that innovation is typically built upon existing research and the advancement of knowledge rather than being research in itself is important to note (Foray & Raffo, 2014). The overarching aim of innovation is to enhance the quality and effectiveness of education by empowering educators to adapt to changing circumstances and better meet the needs of their students.

The relationship between internationalization and innovation is complex and multifaceted, and they are highly connected (Kyläheiko et al., 2011). One of the primary means of cultivating innovation capabilities is widely acknowledged to occur through internationalization (Du et al., 2022). While internationalization is essential, emphasizing the significance of innovation within the internationalization process in the field of education is equally important (Wilson et al., 2011). This highlights the need to go beyond the mere integration of international perspectives and practices and to actively promote innovative approaches that contribute to educational advancements and positive change.

The increased internationalization of education can indeed foster greater innovation in the field. Through exposure to diverse perspectives, ideas, and approaches from various parts of the world, internationalization stimulates creative thinking and generates new ideas for educational reform. Educators and students benefit from being informed about the latest findings and developments based on global contexts, enabling them to integrate innovative perspectives into their teaching practices and contribute to the enhancement of educational programs. One example of this is evident in the OECD’s (2017) handbook for innovative learning environments, which highlights a tool for expanding upon learning principles through a spiral of inquiry that originated from collaborative efforts among educators in British Columbia, Canada, and New Zealand. This tool, developed as a result of international networks and the influence of internationalization in education, illustrates how creative initiatives emerge and contribute to innovation in teaching practices. The Canadian case serves as a compelling example of how internationalization nurtures collaboration and fosters innovative approaches within education.

Additionally, innovation in education has the potential to drive internationalization (OECD, 2016). As educational reform initiatives embrace innovative perspectives, they often seek partnerships and collaborations with institutions and organizations worldwide. This pursuit of innovative practices can result in increased internationalization as educators and students collaborate on developing new approaches to teaching and learning that incorporate global perspectives and best practices (OECD, 2016; University of Waterloo, 2020). Hence, internationalization and innovation can be viewed as mutually reinforcing, with each aspect driving and facilitating the other. The relationship between innovation and internationalization can be summarized as follows: Internationalization represents a form of innovation, and successful internationalization utilizing advanced knowledge necessitates innovation (Williams & Shaw, 2011).

Internationalization in Teacher Training and the Curriculum of Canada

Gaining a general understanding of Canada’s teacher preparation system is beneficial for comprehending how Canadian teacher education and curriculum have embraced internationalization. While the federal government plays a role in education investments and policies, the responsibility for teacher education programs in Canada lies with the individual provinces (Sheehan & Fullan, 2013). Therefore, each of the 10 provinces and three territories has different teacher education programs. While differences occur in the curriculum offered in different programs, students generally speaking qualify to teach by earning a bachelor’s degree and a concurrent or sequential Bachelor of Education degree at a university-based faculty of education (Connelly & Clandinin, 2004; Van Nuland, 2011). For instance, prospective teachers in the province of British Columbia are required to complete a bachelor’s degree followed by a one-year teacher education program (British Columbia Ministry of Education, 2022; Milford et al., 2022).

The internationalization of teacher training and curriculum has become an increasingly important topic in Canada’s education system. Therefore, Canada has started to take actions to equip teachers with the skills and knowledge needed to prepare their students for success in an interconnected world. One of the most important education declarations regarding internationalization is the Canadian Association of Education Deans’ (2014) Agreement on the Internationalization of Education. One of the main factors in the increased attention to this internationalization is that linguistic, cultural, and racial diversity has become a prominent feature of the school environment due to the changing demographics in Canada (Ryan et al., 2009). The reason for this is that Canada is a multicultural country whose ethnic and cultural diversity has been formed over time by immigrants as well as the First Nations (Larsen, 2016). In 2019, the Canadian government launched the International Education Strategy titled “Building on Success: Canada’s International Education Strategy (2019–2024),” which aims to increase the number of international students studying in Canada, as well as to enhance the global competencies of Canadian students and educators (Government of Canada, 2019). As part of this strategy, the government has increased funding for internationalization initiatives in teacher training programs and encouraged partnerships between Canadian and international institutions. According to this report, the importance of internalization in the Canadian education system is how it supports international learning experiences through study- and work-integrated learning. Thus, it can reinforce the values of openness and inclusion that are the hallmark of Canada’s success as a diverse society.

Canadian universities and colleges have been quick to respond to the government’s call for increased internationalization in teacher training. Numerous institutions have introduced fresh courses and programs to aid teachers in enhancing their knowledge of international issues and incorporating them into their lessons (Hill et al., 2020). For example, the University of British Columbia offers a Bachelor of Education (BEd) International Baccalaureate (IB) Educator Stream within the Teacher Education Office (TEO), which became Canada’s first teacher education program recognized by the International Baccalaureate Organization (IBO) in 2014. This program is designed to engage teacher candidates with a rich experience regarding teaching and leading in international contexts. Educational reforms have also been implemented to ensure that internationalization is integrated into the teacher training curriculum. For instance, the British Columbia Ministry of Education has developed a Global Competencies Framework (British Columbia Ministry of Education, 2015, 2017), which outlines the specific competencies that students need to develop to succeed in a globalized world. The framework has been integrated into the curriculum for all grades and subjects, ensuring that students are exposed to international perspectives throughout their education.

In conclusion, Canada has acknowledged the significance of internationalization in education and has taken steps to improve teacher training in this realm. Through increased funding, the introduction of new courses and programs, and the integration of global competencies into the curriculum, Canada has made considerable efforts to ensure that teacher candidates are well-equipped to thrive in an interconnected world. These educational reforms reflect Canada’s commitment to preparing educators who can effectively engage with diverse perspectives, foster cross-cultural understanding, and navigate the challenges and opportunities presented by globalization. By prioritizing internationalization in teacher training, Canada is striving to create a strong foundation for educational excellence in an increasingly interconnected and interdependent global landscape.

Innovation in the Teacher Training and Curriculum of Canada

The commitment to internationalization has led to substantial transformations within the Canadian education system, specifically in its teacher training and curriculum. These changes have sparked the emergence of innovative ideas, strategies, and practices in education. In line with promoting further innovation, the Canadian government has implemented educational reforms in recent years to enhance its teacher training and curriculum. These reforms have been driven by the recognition of internationalization as a catalyst for change and improvement within the education system. The government’s initiatives reflect a dedication to fostering a dynamic and forward-thinking educational environment that prepares students and educators for the challenges and opportunities of a globalized world. Through these efforts, Canada is actively working toward cultivating a culture of innovation and excellence in education.

From policy to practice, the implementation of educational reforms is currently in progress in several Canadian provinces, including Alberta, Ontario, British Columbia, and Saskatchewan (Alberta Teachers’ Association, 2012; British Columbia Ministry of Education, 2012). These provinces have been prioritizing twenty-first-century skills for several years, and each of them has policy documents that require schools and school boards to focus on developing integrated technology skills, cross-curricular competencies, and entrepreneurial and economic outcomes (Burns, 2017). Moreover, the provinces have identified communication and collaboration as foundational abilities that can drive student achievement (Alberta Teachers’ Association, 2012; British Columbia Ministry of Education, 2012). For example, the Ministry of Education in Nova Scotia created a policy document called Nova Scotia's Action Plan for Education 2015: The 3R's: Renew, Refocus, Rebuild (Nova Scotia Ministry of Education, 2015) to reform the education system. This plan has four main pillars that include modernizing the education system, introducing an innovative curriculum, promoting inclusive school environments, and achieving excellence in teaching and leadership. These pillars are in line with the twenty-first-century skills and competencies (Burns, 2017).

Many teachers’ education programs in Canada have incorporated curriculum content related to various aspects of cultural awareness and equity, such as multicultural, culturally responsive, intercultural, anti-racist, and global citizenship education (Campbell, 2021; George et al., 2020; Larsen, 2016). As an example of innovation, the Faculty of Education at Simon Fraser University has made equity a top priority in their teacher education program to create a new vision for the field. They have encouraged instructors to be adaptable in meeting the diverse needs of their students during times of uncertainty, offered emotional support to teacher candidates, and provided financial assistance to those who require it (Hill et al., 2020). Regarding curriculum, the British Columbia Ministry of Education in 2012 emphasized a flexible curriculum through its program Enabling Innovation: Transforming Curriculum and Assessment, which allows for more creativity and innovation among teachers and students (British Columbia Ministry of Education, 2012). The goal was to eliminate barriers that prevent teachers from tailoring learning to meet the specific needs of students and their communities, which is essential for an education system that prioritizes twenty-first-century skills. The proposed changes focus on competencies that will prepare students for the future, with fewer but more important learning outcomes. Teachers will also have greater flexibility to innovate and personalize learning in their classrooms. The new curriculum prototype follows this approach, providing a framework that emphasizes personalized learning, creative thinking, and collaboration while minimizing prescribed learning outcomes. This approach allows for greater innovation and personalization based on the needs of diverse learners in a variety of contexts. The updated curriculum in British Columbia places greater emphasis on inclusive teaching practices and pedagogy that support diversity in the classroom (Milford et al., 2022). This approach prioritizes removing barriers to learning and promoting inclusion, with a focus on asset-based and growth-oriented models that enable all students to advance. The new curriculum promotes personalized learning, classroom flexibility, and teaching approaches that encourage students to become well-rounded, critical thinkers, and lifelong learners. This shift toward competency-based learning over time represents a departure from a content-heavy curriculum, providing greater flexibility and choice for teachers and students alike. This flexibility allows teachers to be more creative and innovative in designing learning experiences. The revised curriculum also supports the needs of all students, including those with diverse learning needs. Overall, the new curriculum in British Columbia offers a less prescriptive approach, empowering teachers and students to make meaningful choices and fostering creativity and innovation in the classroom (Milford et al., 2022).

Consequently, Canada has made significant steps toward promoting innovation in teacher training and curriculum so as to align with the changing needs of society. The government has implemented educational reforms that prioritize twenty-first-century skills, multiculturalism, equity, and inclusivity (Government of Canada, 2019). Canadian provinces such Alberta, British Columbia, Ontario, and Saskatchewan have adopted policies that focus on developing integrated technology skills, global citizenship, competency-based skills, and classroom flexibility. Specifically, the new curriculum in British Columbia (especially in 2012, 2015, and 2017) provides a framework that emphasizes personalized learning, creative thinking, and collaboration, while minimizing prescribed learning outcomes, thus empowering teachers and students to make meaningful choices and fostering creativity and innovation in the classroom. By focusing on inclusive teaching practices and pedagogy that support diversity in the classroom, the new curriculum in BC places a greater emphasis on removing barriers to learning and promoting inclusion, prioritizing asset-based and growth-oriented models that enable all students to advance. All in all, innovation in the Canadian education system, especially in teacher training and the curriculum, appears to have been influenced by internationalization initiatives (Guo & Guo, 2022).

Shifting Paradigm in Curriculum: Education That Is Gifted

British Columbia also introduced some other educational reforms to increase educational quality and innovations in education such as a redesign of the curriculum in 2015 (British Columbia Ministry of Education, 2015) and the development of a new Individualized Education Plan (IEP) in 2016 (British Columbia Ministry of Education, 2016). The significance of these two reforms is that they emphasize the need to address the cognitive, intellectual, emotional, and behavioral needs of all students without distinction between those who require special education and those who do not. According to Lo et al., (2019, 2022), this reform was an important step in making the general education curriculum more “gifted,” because the paradigm regarding giftedness is shifting from person-based approaches (i.e., identifying giftedness) to process-based approaches (i.e., transacting giftedness). Therefore, this reform has the potential to have education become more gifted for every student, rather than being simply gifted to other special groups (e.g., by using an enriched program, emphasizing competency-based skills, and boosting talents). These innovative concepts center around the idea of providing all students with enriched educational possibilities. Put another way, it promotes an education that is gifted, one in which all students are inspired and helped to develop their gifts in a stimulating learning environment (Lo et al., 2019; Meyer & Plucker, 2021; Saglam et al., 2023). Therefore, the student-centered approach in reforms requires a shift in mindset toward the belief that all students can learn and that all teachers can teach them, provided they have the right support (British Columbia Ministry of Education, 2017). The new format of British Columbia’s Individualized Education Plan has been designed to identify and address student strengths and needs in each domain, thus providing a more comprehensive and personalized approach to education planning (Milford et al., 2022).

According to the British Columbia Ministry of Education (2015), these reforms emphasize personalized learning and support the competencies and skills students need. The reforms also mention core competencies, concept-based and competency-driven learning approaches, flexibility, diversity, and inclusiveness. The reforms aim to have every student find themselves prepared as a critical thinker and lifelong learner as a result of the reforms (Milford et al., 2022). This also indicates that one of the goals of the reforms is to establish an open system that recognizes, accepts, and fosters the development of many different kinds of intelligence, abilities, and strengths (Lo et al., 2019). These reforms (British Columbia Ministry of Education, 2015, 2016) state that every student learns with different styles, at different rates, and in different ways; therefore, the curriculum needs to offer highly engaging high-quality learning opportunities for all students. The reforms emphasize giving students’ opportunities that meet their needs so they can develop their potential (Lo et al., 2019).

The educational reforms the British Columbia Ministry of Education introduced in 2015 and 2016 can indeed be seen as innovative and aligned with the principles of internationalization in education. These reforms signify a paradigm shift in the understanding of giftedness and promote an inclusive and diverse educational system that recognizes and nurtures different types of intelligences, abilities, and strengths. The focus on personalized learning, competencies, skills development, flexibility, and inclusiveness reflects innovative approaches in education. These reforms acknowledge the importance of individualized learning experiences that cater to the unique needs and strengths of each student. By prioritizing competencies and skills, the reforms recognize the importance of preparing students for the demands of the twenty-first century, a century where critical thinking, adaptability, and lifelong learning skills are highly valued. Furthermore, the emphasis on inclusiveness and diversity aligns with the principles of internationalization, which emphasize the importance of creating inclusive learning environments that celebrate and value students’ diverse backgrounds and abilities. The reforms aim to provide high-quality learning opportunities for all students, including those with special education needs, and strive to ensure that every student can reach their full potential. By embracing these innovative changes, British Columbia’s educational reforms contribute to the internationalization of education by aligning with global trends and best practices. These reforms demonstrate a commitment to providing an education system that prepares students to thrive in a globalized world, where intercultural competence, open-mindedness, and adaptability are crucial. Overall, the educational reforms the British Columbia Ministry of Education has introduced serve as a noteworthy example of how internationalization and innovation can work hand in hand to enhance the quality of education and foster the development of well-rounded, engaged, and globally competent learners.

Conclusion

The Canadian education system has made significant investments to enhance the quality, inclusivity, and innovation of education through internationalization, which is one of the crucial education agendas. The implementation of educational reforms in Canada has not only focused on improving the quality of teacher training but also aimed to provide teacher candidates with valuable experiences in teaching in an international context. The introduction of programs like the “International Baccalaureate (IB) Educator Stream” at the University of British Columbia (UBC) serves as an example of how institutions are offering specialized courses and programs to prepare educators for the globalized world.

In terms of curriculum, the educational reforms influenced by internationalization in Canada have prioritized a student-centered approach that aims to develop competencies and address the diverse needs of learners. The focus on individualized education plans that consider students’ cognitive, emotional, and behavioral aspects reflects a commitment to inclusivity and personalized learning experiences. These reforms have contributed to a more diverse educational system in Canada, attracting a greater number of international students and fostering partnerships between Canadian and international universities. The recruitment of international students and the establishment of partnerships with institutions from around the world further contribute to the internationalization of the Canadian education system. These collaborations provide opportunities for cross-cultural exchange, knowledge sharing, and the integration of innovative practices from different educational contexts. Overall, the Canadian educational reforms demonstrate a commitment to internationalization by providing teacher candidates with international teaching experiences, promoting student-centered approaches, and fostering diversity and partnerships. These efforts contribute to the enhancement of educational quality, inclusivity, and innovation, ultimately preparing students and educators for success in an interconnected and globalized world.

Moreover, the sharing of knowledge, best practices, and ideas between Canadian and foreign educators has played a crucial role in fostering innovation in the Canadian educational system. By engaging in international collaborations and exchanges, educators have been able to learn from different educational contexts, gain new insights, and adopt innovative pedagogies and approaches. The integration of students’ diverse cultural backgrounds with their academic needs has also contributed to the development of new teaching and learning methods. Educators have been able to draw on a wide range of perspectives and experiences to create inclusive and effective learning environments. This cultural diversity has sparked innovative approaches to instruction, assessment, and curriculum design that cater to the unique needs and strengths of each student.

As a result of internationalization’s effect on the education curriculum in Canada, the focus on personalized learning and flexible curriculum has been instrumental in promoting innovation in the Canadian education system. By recognizing that students have different learning styles, interests, and goals, educators have been able to design learning experiences that are tailored to individual needs. This approach empowers students to take ownership of their learning and fosters critical thinking, creativity, and lifelong learning skills. Furthermore, the integration of technology in education has been a catalyst for innovation. The use of digital tools, online resources, and educational technology platforms has opened up new possibilities for interactive and engaging learning experiences. Teachers have embraced digital resources and innovative teaching methods to enhance instruction, collaborate with colleagues, and provide personalized feedback to students.

In summary, the sharing of knowledge and ideas through internationalization, combined with a focus on personalized learning and the integration of technology, has indeed been instrumental in driving innovation in the Canadian education system. As a result, new pedagogies, technology-enhanced learning environments, and flexible curriculum approaches have emerged, equipping students with the skills they need to thrive as critical thinkers and lifelong learners in an ever-changing world. This commitment to innovation and student-centered education reflects the ongoing efforts to enhance the quality, inclusivity, and effectiveness of the Canadian education system through internationalization.