This article proposes a theoretical and practical framework for designing a university-level training course aimed at developing faculty competencies in curriculum internationalization. The proposed model responds to the increasing demand for integrating global perspectives into higher education teaching and learning practices. The study adopts an instructional design perspective, structured around six key stages: (1) identifying training needs, (2) formulating learning outcomes, (3) selecting and organizing content, (4) choosing appropriate teaching strategies, (5) planning instructional sequences, (6) designing assessment methods, and (7) integrating educational technology in course design. Each stage is aligned with current educational needs and supported by validated theoretical models, including transformative learning theory, the revised Bloom’s taxonomy, and Vygotsky’s zone of proximal development. Emphasis is placed on varied and formative assessment practices that capture participants’ ability to strategically integrate international perspectives into their teaching. The article’s primary contribution lies in offering a coherent instructional design model for professional development in higher education, with practical relevance for institutional policies aimed at enhancing global learning outcomes.
Mazilescu et al. (Fri,) studied this question.