It is necessary to bring global perspectives in the study environment in order to help children have a decent exposure to foreign culture (Gacel-Avila, 2005). A student in current times is exposed to global culture and things that are foreign to them. This exposure does not occur by choice and therefore they have to be ready. In the learning environment, global education can be included in theoretical and practical ways. Some of the benefits of including global perspectives in different authentic contexts, such as socio-cultural contexts like understanding art works are that it makes the student understand the complex social, cultural and economic interdependence of many nations.
Instructors could hand assignments that help student research about these topics firsthand. The students would be able to learn about their identity as well and they would be able to appreciate their cultural diversity too. Furthermore, the students could understand interconnected concepts such as social justice, human rights, peace building efforts and more even as they learn artworks and art forms in different countries. In a way, bringing global perspectives inside the classroom also helps increase the quality of learning for the student, as it makes their learning more sustainable.
Campus and global internationalization have been happening for a long time now. Researchers suggest that the internationalization process has been more intense especially after the September 11 incident (Knight, 2004). The internationalization efforts in post-secondary education could be supported by bringing in global perspectives in the primary and secondary education, too. This would help create more awareness in the students as they move to post-secondary education.