THE PROFESSIONAL DEVELOPMENT OF UNIVERSITY TEACHERS IN CURRICULUM INTERNATIONALISATION: INSIGHTS FROM SLOVENIA AND BOSNIA AND HERZEGOVINA

Abstract

This article examines the role of professional development in enabling academic staff to effectively internationalise university curriculum, focusing on higher education institutions in Slovenia and Bosnia and Herzegovina. The primary objective is to analyse how pedagogical training courses enhance the ability of university teachers to integrate global and intercultural dimensions into teaching practices. Employing a qualitative methodology, the study uses semi-structured interviews and responses and content analysis to gather and interpret insights from 22 university teachers across various academic disciplines. Findings highlight the significance of professional development programs in fostering teachers’ global competencies, enhancing intercultural awareness, and improving teaching methodologies. Participants reported increased self-confidence, the incorporation of international elements into syllabi, and refined assessment practices. Key challenges identified include institutional resistance to change, insufficient resources, and cultural and linguistic barriers. Despite these obstacles, the study underscores the transformative impact of internationalisation-focused trainings on both university teachers’ pedagogical approaches and students’ preparedness for a globalised world. The article provides valuable insights for policymakers and higher education institutions seeking to develop inclusive, internationally oriented curriculum. It emphasizes the necessity of cohesive national and institutional strategies to overcome existing challenges and advance global competencies in higher education.