Examining the Use of Digital Journal Entries in a Special Education Course to Build Understanding of Global Competence

Authors

• Lema Kabashi, University of Wisconsin - La CrosseFollow
• Leslie Rogers, Montana State UniversityFollow

Document Type

Article

Abstract

Teacher education programs increasingly emphasize the development of global competence (GC), particularly within experience-based learning contexts such as study abroad. This mixed-methods study examined teacher candidates’ (TCs) development of GC during a four-week study abroad experience by analyzing evidence from digital reflective journal entries and changes in self-reported perceptions across three time points. Data were collected from teacher candidates across two four-week summer sessions using digital journals and a Global Competence Self-Evaluation Survey. Qualitative content analysis was employed to identify the frequency with which three global competency areas were evidenced in the journal entries, while quantitative analyses examined changes in teacher candidates’ self-reported perceptions over time. Findings revealed distinct patterns in the global competency areas, most frequently evidenced in the digital journals, and indicated growth in TCs’ perceived understanding of global competence across the study abroad experience. These results contribute to the literature on short-term international experiences in teacher education and highlight the role of intentionally designed technology-supported reflective practices in supporting global competency development.

Recommended Citation

Kabashi, Lema and Rogers, Leslie (2026) "Examining the Use of Digital Journal Entries in a Special Education Course to Build Understanding of Global Competence," Journal of Global Awareness: Vol. 7: No. 1, Article 6.
Available at: https://scholar.stjohns.edu/jga/vol7/iss1/6