Global Literacy Maturity Model Matrix & Self-Assessment Tool
This interactive Maturity Model Matrix and the accompanying Self-Assessment Tool are designed
to help course teams at the University of Gloucestershire assess and enhance how their courses
develop global literacy in students.
The model examines four key dimensions of global literacy development across five maturity levels.
Use these tools to:
Evaluate your course's current global literacy development practices
Identify opportunities for enhancement and internationalisation
Receive tailored recommendations for advancing global perspectives
Plan professional development activities to support global literacy integration
As you explore each dimension in the Matrix, select the maturity level in the
Self-Assessment Tool that best describes practice on your course.
Once you have chosen a level for each dimension, generate your recommendations and
develop a plan for course enhancement and the sharing of good practice.
Revalidation expectation:
The expectation is that you need to demonstrate how you reach the Established Level
in each dimension for revalidation, and that as you go beyond to the Advanced and
Embedded Levels, you will be sharing your good practice with colleagues across your
school and the wider university.
Global Literacy Maturity Matrix
Global Perspectives in Curriculum Content
This dimension focuses on the extent to which global issues, diverse perspectives, and international contexts are integrated into the subject matter of courses.
The course content primarily focuses on national/regional perspectives.
There is limited inclusion of international case studies or examples.
Minimal reference is made to global issues or challenges.
Reading lists are dominated by authors from similar cultural backgrounds.
There is little consideration of how topics relate to global contexts.
Some international examples are included in course materials.
Some modules are beginning to incorporate diverse perspectives in readings and case studies.
There is occasional reference to global issues within a number of modules.
Some effort is made to include authors from different cultural backgrounds.
There is a growing awareness of the global dimensions of subject matter.
Global perspectives are systematically integrated throughout course content.
International case studies and examples are regularly included in teaching materials.
A diverse range of international case studies and examples are included.
Reading lists deliberately include voices from multiple cultural perspectives.
There is regular exploration of global challenges and their local impacts.
Cross-cultural comparative approaches are embedded in the curriculum.
The course content explicitly addresses global interconnectedness and complexity.
Students engage with contested global issues and multiple perspectives.
Decolonised curriculum approaches are implemented.
Global South perspectives are prioritised alongside traditional Western viewpoints.
Current global challenges are central to learning outcomes.
The curriculum has been fundamentally reimagined through a global lens.
Students critically examine power structures and global inequalities.
Indigenous knowledge systems and non-Western epistemologies are integrated.
The course serves as a model for global curriculum development.
Innovative approaches to global perspective integration are shared widely.
Global Citizenship Development
This dimension focuses on fostering students' understanding of their roles and responsibilities as global citizens, including ethical considerations, social justice, and sustainability.
Minimal explicit discussion of global citizenship concepts.
Limited connection between course content and social responsibility.
Little emphasis on ethical dimensions of global issues.
Students rarely engage with concepts of global interdependence.
Limited opportunities for critical reflection on global challenges.
Some discussion of global citizenship concepts within course.
Occasional connections made between disciplinary content and social responsibility.
Beginning to connect disciplinary knowledge to social responsibility.
Occasional exploration of ethical dimensions of global issues.
Students encouraged to consider their role in global society.
Some opportunities for reflection on global challenges and responses.
Global citizenship explicitly integrated into learning outcomes.
Students regularly engage with ethical dimensions of global issues.
Clear connections made between disciplinary knowledge and social responsibility.
Structured opportunities for critical reflection on global challenges.
Students develop understanding of their agency in addressing global issues.
Students actively engage with complex global citizenship dilemmas.
Course includes action-oriented learning opportunities.
Students develop skills for ethical global engagement.
Strong focus on developing global empathy and perspective-taking.
Assessment includes demonstration of global citizenship competencies.
Students become active global citizens through course engagement.
Real-world global challenges addressed through student projects.
Students develop capacity for global leadership and advocacy.
Course creates lasting commitment to global citizenship.
Students mentor others in global citizenship development.
International and Virtual Exchange
This dimension focuses on providing students with opportunities to interact with individuals from diverse international backgrounds, both physically and virtually.
No opportunities for international collaboration or exchange.
Course delivered without global connectivity.
Students work exclusively with domestic peers.
Limited use of international resources or expertise.
No virtual exchange or international partnership elements.
Occasional use of international guest speakers or resources.
Some exploration of international partnerships or opportunities.
Limited virtual exchange activities or international collaboration.
Beginning to connect with international academic communities.
Basic use of global digital resources and platforms.
Regular international guest speakers and virtual exchanges.
Students collaborate with international peers on projects.
Established partnerships with international institutions.
Virtual exchange programmes integrated into course delivery.
Students access international perspectives through structured activities.
Sophisticated virtual exchange programmes with multiple international partners.
Students engage in substantive international collaborative projects.
Course includes international study opportunities or field experiences.
Global virtual classrooms and international co-teaching implemented.
Students develop extensive international professional networks.
Course operates as truly global learning community.
Students lead international collaborative initiatives.
Innovative virtual exchange models developed and shared.
Course contributes to global knowledge creation and dissemination.
Students become global ambassadors for their discipline and institution.
Intercultural Awareness and Competence
This dimension focuses on developing students' ability to understand, appreciate, and effectively interact with people from diverse cultural backgrounds.
Minimal attention to cultural differences or intercultural competence.
Students rarely engage with diverse cultural perspectives.
Limited discussion of cultural influences on disciplinary knowledge.
Little emphasis on developing cultural sensitivity or awareness.
Intercultural skills not explicitly addressed in course.
Some exploration of cultural differences and their implications.
Beginning to address intercultural competence development.
Students occasionally engage with diverse cultural perspectives.
Growing awareness of cultural influences on disciplinary practices.
Some opportunities for intercultural skill development.
Intercultural competence explicitly integrated into learning outcomes.
Students regularly engage with diverse cultural perspectives and practices.
Structured opportunities for intercultural skill development.
Cultural self-awareness and reflection systematically developed.
Students demonstrate improved intercultural communication skills.
Students develop sophisticated intercultural competencies.
Complex intercultural scenarios addressed through course content.
Students demonstrate cultural adaptation and flexibility.
Intercultural competence assessment integrated throughout course.
Students serve as intercultural mentors and facilitators.
Students become intercultural experts and advocates.
Course creates lasting intercultural competence and global mindset.
Students lead intercultural initiatives and bridge-building activities.
Innovative approaches to intercultural learning developed and shared.
Students contribute to intercultural understanding in their communities and professions.
Self-Assessment Tool
Rate your course's current level in each dimension:
