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Article

Transforming Education: The Impact of Integrating International Education into School Curricula on International Literacy and Learning Attitudes

by
Kai-Chao Yao
1,
Fan-Lung Tseng
1,* and
Chi-Chi Chan
2
1
Department of Industrial Education and Technology, National Changhua University of Education Bao-Shan Campus, No. 2, Shi-Da Rd., Changhua City 500208, Taiwan
2
Taipei School for the Hearing Impaired, No. 320, Sec. 3, Chongqing N. Rd., Datong Dist., Taipei City 103036, Taiwan
*
Author to whom correspondence should be addressed.
Sustainability 2025, 17(10), 4462; https://doi.org/10.3390/su17104462
Submission received: 1 April 2025 / Revised: 4 May 2025 / Accepted: 8 May 2025 / Published: 14 May 2025
(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)
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Abstract

:
Quality education is one of the Sustainable Development Goals (SDGs) set by the United Nations, and the integration of international education into the teaching environment is a vision shared by educational institutions today. This integration aims to equip students with a global perspective and respect for diverse cultures. To promote the cultivation of international talent and enable students to better align with global standards, the Ministry of Education in Taiwan has issued the “White Paper 2.0 on International Education for Primary and Secondary Schools” as a policy guideline for implementing international education, reflecting a commitment to adapting to the trends of globalization. This study employs a survey method to examine the changes in students’ international literacy and learning attitudes after engaging in international education. Additionally, the study explores the predictive power of these two factors to assess whether the integration of international education contributes to transforming students’ perspectives and attitudes. The analysis reveals that international education enhances students’ international literacy and learning attitudes. Furthermore, the level of international literacy can predict the quality of students’ learning attitudes, confirming that integrating international education into curricula and environments is indeed essential for achieving the goal of sustainable development.

1. Introduction

Education is a fundamental process for personal development and serves as the foundation for social stability, economic growth, and international exchange. Through education, individuals acquire knowledge and skills, mastering key learning areas to solve problems. It also fosters critical thinking and creativity, enhancing adaptability and decision-making abilities. Simultaneously, education provides an understanding of cultural systems, values, and ethical norms, promoting social harmony and acting as a manifestation of equal opportunities.
In the context of economic development, education not only enhances human expertise and skills but also drives economic growth through strategic applications. The cultivation of creative thinking and innovative mindsets further accelerates technological development and the trends of globalization. Furthermore, in the digital age, cross-cultural communication has become increasingly common and rapid. Understanding and respecting cultural differences promote effective communication and collaboration, which are essential for addressing global challenges [1].
The SDG 4 emphasizes the objective of “Quality Education” which plays a vital role in promoting sustainable development [2]. This includes enhancing global citizenship awareness, achieving gender and human rights equality, and embracing cultural diversity [3]. The creation of a conducive educational environment is equally important, as it fosters a friendly and safe learning atmosphere, promotes inclusive education, and encourages mutual care. These factors contribute to improving students’ willingness and attitudes towards learning (SDG 4.7 and 4.A).
In an era of rapid technological advancement, knowledge, skills, and cultural exchanges are more frequent than ever. However, traditional teaching methods may limit human development by failing to address multiple dimensions of learning and potentially widening cultural divides among groups, thus missing valuable opportunities. Therefore, “enhancing global perspectives, cultivating international literacy, and promoting cross-cultural understanding and inclusion” has become an international issue that requires the expert insights and recommendations of scholars to be further refined and improved [4].
With increasing global interaction and communication, specifically driven by the COVID-19 pandemic, international exchanges have become more accessible through virtual platforms, thereby enhancing opportunities for mutual learning and collaboration [5]. Integrating the concept of international education into teaching not only improves the quality of instruction but also helps in developing better teaching materials [6,7]. Whether in-person, online, or by other means, students are able to engage in cross-cultural exchanges in various forms, embracing cultural differences, understanding global issues, and enhancing their international literacy, which provides significant benefits [8,9,10].
This study aims to investigate the impact of international education on the international literacy and learning attitudes of vocational high school students. It explores whether the integration and implementation of international education contributes to the enhancement of students’ international literacy, and whether this fosters more positive growth in their learning attitudes. Additionally, the study analyzes the correlation between international literacy and learning attitudes, examining whether these factors possess predictive ability, thereby providing a reference for future school initiatives.
This study employed a survey method, utilizing statistical analysis of 700 complete questionnaires from the participants. The results indicate that after engaging in international education, students’ overall international literacy significantly improved. Their performance in four dimensions, included demonstrating national values, respecting diverse cultures with international understanding, strengthening international mobility, and fulfilling the responsibilities of a global citizen was rated as neutral to excellent. Furthermore, after participating in international education, students’ overall learning attitudes were also positively influenced, with strong performance in the areas of learning motivation, self-efficacy, learning methods, and study habits.
Furthermore, an exploration of the correlation between international literacy and learning attitudes revealed a moderate positive correlation between the overall scales, indicating that students’ international literacy and learning attitudes are positively related. Upon further investigation into the predictive ability of these factors, it was found that all four dimensions of international literacy have predictive power over learning attitudes. This suggests that an improvement in students’ international literacy has a certain degree of influence on their learning attitudes, thereby fostering a better learning environment and enhancing learning effectiveness.
The integration of international education into the teaching environment not only enhances students’ literacy but also indirectly influences their learning attitudes. In a diverse society, teaching should no longer be confined to a specific region but should embrace cultural differences. By doing so, a more conducive learning environment is created. As students engage in interactions and exchanges, they indirectly experience greater personal and emotional growth, further enhancing their overall development [11,12,13].
This study first provides an overview of the research topic, background, methodology, and results, as detailed in this section. The following is a brief summary of the key points and topics explored in each section: Section 2 reviews the development of international education, the concept of international education, the current status of international education development domestically, the development model of international education in vocational high schools, and the relationship between international literacy and learning attitudes through a literature review and analysis. Section 3 outlines the research methodology, including the research framework, process, participants, and data handling. Section 4 presents the data analysis, employing descriptive statistics, Pearson correlation analysis, and regression analysis for exploratory investigation. Section 5 discusses the conclusions and directions for future research.

2. Literature Review

This section aims to explore the development of international education, the concept of international education, the current status of international education development domestically. Additionally, it seeks to investigate the potential models for integrating vocational high schools with international education, analyzing the key aspects and related implications. Finally, the relationship between international literacy and learning attitudes will be examined, with an emphasis on their significance as key indicators in international education.

2.1. The Development of International Education

The term “international education” originated from the World Exposition. In 1876, the United States celebrated the centennial of the Declaration of Independence by hosting the “Centennial Exposition” in Philadelphia, which featured exhibits on science, technology, and commerce. During the exposition, international exchanges on educational systems, methods, and outcomes were also invited. Concurrently, international education conferences related to this initiative were established and experienced rapid growth [14].
In 1974, the United Nations adopted the “Recommendation on Education for International Understanding, Co-operation, and Peace, and Education Relating to Human Rights and Fundamental Freedoms”, encouraging national governments to emphasize the universal values of education. In 1991, the United Nations Educational, Scientific and Cultural Organization (UNESCO) further issued the “Guidelines for the Development of International Education Curricula and Textbooks”, which served as a standard for the development of international education curricula.
Entering the 21st century, international connections have become more frequent and closer, with linkages and advancements in areas such as economy, politics, culture, and education facilitating the promotion of international education talent. This development aims for sustainable growth and the cultivation of global citizens. In 2018, the Organisation for Economic Co-operation and Development (OECD) incorporated Global Competence into the assessment framework of the Programme for International Student Assessment (PISA), further emphasizing the importance of intercultural understanding and communication. This initiative highlights the potential for cooperation and success, serving as a key factor for sustainable development in both international and interpersonal contexts.

2.2. The Concept of International Education

International education can also be interpreted as global education, with scholars offering various definitions. For instance, educational scholar Schneider emphasizes the educational aspects of international cooperation and coordination, with the aim of promoting mutual understanding and world peace (1989). Educational scholar Epstein focuses on the internationalization of knowledge and attitudes, viewing it as a means to facilitate exchanges and learning activities among schools, teachers, and students from different countries. It is also seen as a form of transnational educational exchange (1992) [15].
In this regard, international organizations and national authorities have also provided their own definitions and understandings. UNESCO defines international education as education for understanding the world, which should be applied within the curriculum activities and teaching materials of educational systems, as well as integrated into the teaching and learning process (2004). Meanwhile, the Ministry of Education in Taiwan aims to promote international education to better understand the international community, participate in global educational activities, and uphold peace and well-being, with the ultimate goal of cultivating a global perspective (2010).
Internationalization is not merely an external form of collaboration but also an internal capacity encompassing school leadership, professional development, and intra-organizational cooperation. Central to this process is the coordination among principals, teachers, and staff. Effective collaboration often involves transcending disciplinary boundaries, which facilitates the development of shared understanding and promotes student engagement by offering diverse learning opportunities. By fostering an internationalized atmosphere within the school, and through the strategic delegation of authority, collaborative relationships across organizational units can be strengthened, thereby advancing the overall degree of internationalization within the institution [16].
When formulating internationalization strategies, merely expanding the types of activities is insufficient. It is essential to take into account the composition of the student body to avoid potential resistance or feelings of exclusion among students. Therefore, fostering an inclusive mindset and embedding the concept of internationalization into both formal and informal curricula can provide students with more meaningful and implicit learning experiences [17]. Moreover, educators must demonstrate a high level of cultural sensitivity and inclusiveness when delivering related courses. By adopting a collaborative approach that emphasizes co-ownership and co-creation with students, educators can promote inclusivity and practical implementation, ultimately supporting the achievement of international education goals [18].
Based on the discussions and definitions of scholars both domestically and internationally, international education serves as a medium through which communication and interaction occur across international, cultural, or ethnic levels. Through educational activities and exchange processes, it aims to foster mutual understanding and tolerance, ultimately contributing to world peace and the maintenance of order. Additionally, common methods of implementing international education include student exchange programs abroad, visits and exchanges with foreign students, other forms such as distance learning and video conferencing, as well as international education curricula.
The integration of international education helps participants collectively address relevant issues and promotes sustainable development and lifelong learning, thereby contributing to the achievement of the SDGs [19,20]. Regarding the goal of quality education, schools should also keep pace with the times, periodically adjusting curriculum content to create a more suitable teaching environment [21,22]. This approach aligns with sustainable development and fosters a shared experience of the process between teachers and students.

2.3. The Current Status of International Education Development Domestically

Driven by the globalization of education, the Ministry of Education in Taiwan revised and issued the “White Paper 2.0 on International Education for Primary and Secondary Schools” in 2020, aiming to enhance students’ future competitiveness and global perspective [23]. The White Paper advocates for education built on issues such as equal rights, social justice, respect for multiculturalism, and international cooperation and shared responsibility. Additionally, in “Goal 2: Promoting Educational Internationalization”, outlined in this proposal, the expansion of domestic and international exchange activities is emphasized as a key initiative to further clarify and diversify the meaning of internationalization, as shown in Figure 1. Furthermore, the researcher summarizes the goals, strategies, and action plans from this proposal, organizing them into a table for easier comparison, as shown in Table 1.
The “Curriculum Guidelines of 12 Year Basic Education” serves as the current framework for primary and secondary education in Taiwan. It emphasizes the concept of holistic education, positioning students as the central focus of learning, and implements the principles of “taking the initiative, engaging the public and seeking the common”. Among the various developmental priorities within the curriculum [24], two key aspects are particularly related to international education. The first is issue-based education, which integrates contemporary, contextual, and interdisciplinary topics into the curriculum. This approach encourages students to adopt a correct attitude toward cultural differences and international affairs [25,26]. The second is core competencies, specifically in the area of “C3 Respecting diverse cultures with international understanding”, which emphasizes the importance of respecting cultural diversity, developing a global perspective, and fostering concern for global issues to enhance international mobility.
The implementation of international education in schools can be explored through multiple dimensions. From the perspective of curriculum development and teaching, approaches include stand-alone international courses, integrated curricula, and activity-based programs. In terms of international exchange, strategies encompass online and video-based interactions, international study tours, and hosting foreign students. Regarding school internationalization, efforts involve establishing international partnerships and fostering an internationalized campus environment. Together, these approaches serve as key pathways for schools to advance the goals of international education.
In summary, within the current policies being implemented domestically, the elementary school stage emphasizes self-awareness and experiential learning, allowing students to recognize the diversity and various phenomena present in international contexts. At the junior high school stage, students are encouraged to develop a mindset of respect and tolerance through the exploration of international issues and trends, while employing diverse inquiry methods to deepen their understanding. In senior high school, the focus shifts to cultivating critical thinking skills to engage with international issues, actively participating in discussions, and developing strategies for action. The vision for each stage is aligned with the students’ age and developmental stage, fostering the gradual maturation of international education.

2.4. The Development Model of International Education in Vocational High Schools

Domestic vocational high schools are categorized into six major types, each with their own characteristics and corresponding learning content. In alignment with the goals of vocational education, which aim to cultivate foundational talent for the nation’s industries, the focus is placed on both specialized academic and technical curricula. In this regard, international education can be integrated with the unique characteristics of each field to develop relevant curricula and activities. By referencing related policies, the development model of international education in vocational high schools can be further explored.
In the realm of curriculum development and teaching, integrating the distinctive characteristics and differences in specialized subjects, alongside local cultural resources, can extend the focus towards a technical orientation. This approach can also align with issue-based inquiry methods, fostering bidirectional interactions between teachers and students to develop curricula and activities that are in line with international education [27].
In the realm of international exchange, immersive experiences can be triggered through both physical and virtual interactions. These exchanges go beyond language, encompassing the exchange of technology, strategies, and culture. Such interactions broaden international perspectives, provide insight into industry trends, and enhance competitiveness.
In the context of school internationalization, the concept encompasses the integration of international elements into the campus, human resources, administration, learning, and curriculum, creating a conducive development environment. Gradually, this environment influences both teachers and students. Additionally, the establishment of international partnerships through mutual visits and technical exchanges extends from inter-school collaborations to international networks, promoting the development of international education.
Compared to general schools, vocational high schools are better positioned to explore suitable and relevant international exchange models through the attributes of their specialized fields. These schools are also capable of conducting in-depth inquiries into specific topics. Furthermore, when combined with interdisciplinary technical exchanges, this approach is likely to foster greater creativity and innovation.

2.5. The Relationship Between International Education, International Literacy, and Learning Attitudes

International literacy is one of the key goals of international education policies, aimed at cultivating global citizens. The Ministry of Education has outlined four objectives to promote holistic literacy development: demonstrating national values, respecting diverse cultures with international understanding, strengthening international mobility, and fulfilling the responsibilities of a global citizen. In response to global trends in international education, the OECD also conducted a global literacy assessment in 2018, which included skills such as understanding the world and taking action, openness and respect for people from different cultures, global perspectives, and values such as respecting human dignity and diversity. These concepts align, representing shared global issues and objectives.
Learning attitude refers to the psychological state or response that learners develop towards the learning content and external environment during the learning process. It can be manifested in affective, cognitive, and behavioral aspects, influencing learning activities with either positive or negative feedback. This study investigates the changes in students’ learning motivation, self-efficacy, learning habits, and learning strategies after receiving international education.
The integration and implementation of international education enables students to develop a broader international perspective, connecting them to the global stage and advancing their internationalization. Simultaneously, through the process of implementation, students gain experiences and reflections that enhance their personal international literacy, while also fostering the development of positive self-regulatory habits.

3. Research Methods

To explore the relationship between the international literacy and learning attitudes of vocational high school students after receiving international education, this study employs a questionnaire survey method. Based on the research objectives, a questionnaire was developed and distributed, followed by relevant analysis to achieve the research goals. This section provides an overview of the research framework, research process, research subjects, and data processing methods.

3.1. Research Framework

This study considers the background variables of vocational high school students in central Taiwan who have participated in international education as independent variables. It consolidates the background information of the research subjects and their field of study. The students’ international literacy and learning attitudes are treated as dependent variables to examine potential differences. Furthermore, the study analyzes the correlation between international literacy and learning attitudes to explore their predictive potential. The research framework is shown in Figure 2, and the corresponding research hypotheses are presented as follows.
Hypothesis 1 (H1).
There is no significant difference in the impact of international education on the international literacy of vocational high school students.
Hypothesis 2 (H2).
There is no significant difference in the impact of international education on the learning attitudes of vocational high school students.
Hypothesis 3 (H3).
There is no correlation between international literacy and learning attitudes among vocational high school students receiving international education.
Hypothesis 4 (H4).
International literacy does not predict the learning attitudes of vocational high school students.

3.2. Research Process

After determining the research topic, a literature review and data collection are conducted, while selecting appropriate survey methods and analytical techniques. In the research tools section, reliability and validity are examined and analyzed. Subsequently, statistical analysis is performed on the data collected through the questionnaire survey. Finally, conclusions are drawn, followed by recommendations and directions for future work, as shown in Figure 3.
The research instrument used in this study was developed collaboratively by the research team through group discussions. Drawing on the professional experiences of team members and the relevant domestic literature [28,29,30,31,32,33,34], the instrument was designed in two parts: the first part focused on participants’ background variables, and the second part consisted of a scale measuring international competence and learning attitudes. This served as the preliminary draft of the instrument. In the section concerning the implementation of international education, the response format was revised from single choice to multiple choice to reduce potential confusion among student respondents. Other items underwent wording refinements and adjustments to enhance clarity and ease of response.
In addition, to ensure the validity of the study, three academic experts and two professionals currently working in the relevant field were invited during the tool review phase to evaluate the items. Revisions were made to enhance the objectivity, appropriateness, and wording of the questionnaire, leading to the final version of the survey instrument.
Prior to the formal implementation of the questionnaire, a pilot study was conducted in four schools. A total of 150 questionnaires were distributed, all of which were returned, resulting in a 100% response rate. To examine the reliability of the survey items in greater depth, Cronbach’s α coefficients were calculated. The overall Cronbach’s α for the international competence scale was 0.950, while the learning attitude scale yielded a Cronbach’s α of 0.975. The overall reliability of the questionnaire was 0.977, indicating a high level of internal consistency.

3.3. Research Subjects

The research area of this study is vocational high schools in the central region of Taiwan. Based on the school size, a stratified proportional random sampling method was applied for distribution. A total of 16 schools participated in the survey, with 700 questionnaires distributed. The sample size aligns with the number of participants suggested by scholars [35], and the analysis was conducted based on the number of completed responses received. The response rate was 100%, and due to the involvement of a relatively large number of schools, data collection was completed within approximately three weeks.
Prior to completing the questionnaire, participants were provided with the following statement: “This survey is anonymous. The results will only be used for academic research purposes and will not affect your grades or performance assessments. Your personal rights will not be compromised in any way. You may choose to participate or not based on your own will. If you do not wish to participate, that is completely acceptable. We kindly ask that you provide your most honest feedback to ensure the accuracy and reliability of the research data”. In addition, the estimated time for administering the survey is approximately within 30 min.

3.4. Data Processing Methods

After the questionnaires were collected in this study, the data were edited, sorted, and compiled. The following analytical methods were then employed to examine the values or results of each item, thereby achieving the objectives of the research.

3.4.1. The Likert Scale

The degree of agreement for each item was rated as follows: “Strongly Agree” = 5 points, “Agree” = 4 points, “Neutral” = 3 points, “Disagree” = 2 points, and “Strongly Disagree” = 1 point. This scale was used to gather the participants’ opinions. Additionally, the mean score was calculated, with the following interpretations: a mean score of 4.5 or above indicates “Strongly Agree”, signifying an excellent current condition; a mean score between 3.5 and 4.4 indicates “Agree”, signifying a good current condition; a mean score between 2.5 and 3.4 indicates “Neutral”, signifying an average current condition; a mean score between 1.5 and 2.4 indicates “Disagree”, signifying a poor current condition; and a mean score below 1.5 indicates “Strongly Disagree”, signifying a very poor current condition.

3.4.2. Descriptive Statistics

The distribution of each background variable is recorded in terms of frequency to analyze the relationship between participants’ background characteristics and their distribution. The trends in international literacy and learning attitudes among vocational high school students are analyzed using means and standard deviations.

3.4.3. The Pearson Correlation Analysis

The Pearson correlation analysis was conducted to examine the relationship between international literacy and learning attitudes, exploring whether there is a significant association and whether the two variables influence each other. An r-value of 0.80 or higher indicates a high correlation, an r-value between 0.40 and 0.79 indicates a moderate correlation, and an r-value below 0.40 indicates a low correlation.

3.4.4. Regression Analysis

Regression analysis was conducted to explore the development of international literacy and whether it contributes to improvements in learning attitudes, with the aim of making predictions. The findings serve as a reference for the development of subsequent instructional materials.

4. Data Analysis and Results

Upon completion of the survey data collection, statistical analysis will be performed to process the data. This analysis will examine the distribution of the participants and explore issues related to international education, international literacy, and learning attitudes, as presented in the following content.

4.1. The Analysis of Research Subjects

The demographic characteristics of the participants were analyzed using descriptive statistics. A total of 700 participants were included in this study. The analysis was conducted based on grade level, gender, and the major of participants to examine the distribution of the participants, as shown in Table 2.
An analysis of the “grade level” item revealed that the majority of participants were second-year and third-year students. It is inferred that, during the survey, students with more experience were selected as participants. First-year students, however, are expected to gain more experience over time. Regarding the “gender” item, the ratio of male to female participants was approximately 1.5:1. According to statistics from the Ministry of Education in Taiwan, this ratio is consistent with the gender distribution in vocational high schools within the region, thus reflecting a representative gender ratio. As for the “major” item, the distribution aligns with the academic departments offered in the region and the students’ program preferences, thereby maintaining the observed proportions.

4.2. The Analysis of International Literacy Among Vocational High School Sudents

The overall international literacy of vocational high school students is generally good; however, their performance in the “Respecting diverse cultures with international understanding” dimension is neutral, as shown in Table 3.
A detailed analysis of the individual items reveals that the fourth item under the “Demonstrating national values” dimension, as well as all items under the “Respecting diverse cultures with international understanding” dimension, are rated as neutral. The remaining items are rated as excellent, with the overall performance ranging from neutral to excellent, as shown in Table 4.

4.3. The Analysis of Learning Attitudes Among Vocational High School Students

The overall learning attitudes of vocational high school students is excellent, as shown in Table 5. Analyzing the current status of each item reveals that all items are rated as excellent, as shown in Table 6.

4.4. Analysis of the Correlation Between International Literacy and Learning Attitudes

The analysis of the correlation between international literacy and learning attitudes indicates that the correlation coefficient between “overall learning attitudes” and “overall international literacy” is 0.743, demonstrating a moderate positive correlation. Further examination of the correlations across different dimensions reveals that, except for the correlation coefficient between “Respecting diverse cultures with international understanding” and “Learning motivation”, which is 0.355, indicating a low positive correlation, all other dimensions exhibit a moderate positive correlation, as shown in Table 7.
The above analysis confirms the correlation between “international literacy” and “learning attitudes”, indicating that students with higher levels of international literacy tend to exhibit a more positive learning attitude.

4.5. Prediction of International Literacy and Learning Attitudes Among Vocational High School Students

The predictive power of “international literacy” on “learning attitudes” was analyzed using multiple regression analysis. In this analysis, the four dimensions of international literacy were used as predictor variables, while overall learning attitudes served as the criterion variable, as shown in Table 8. The results indicate that the F-value is 240.676 (*** p < 0.001), demonstrating statistical significance, which suggests that the dimensions of international literacy have predictive power for overall learning attitude. Furthermore, the adjusted R2 coefficient for the four predictor variables of international literacy is 0.578, indicating that they collectively explain 57.8% of the variance in overall learning attitudes.
An analysis of the regression coefficient summary examined the standardized β regression coefficients of the four dimensions, all of which exhibited a significant positive correlation with learning attitudes, as shown in Table 9. This finding indicates that “international literacy” has predictive power for “learning attitudes”.
The comprehensive data analysis indicates that students’ international literacy and learning attitudes were indeed enhanced following the implementation of international education. Furthermore, improvements in students’ learning attitudes were observed to accompany the increase in their international competence. Referring to the research framework (Figure 1), the following conclusions can be drawn: (1) There is a significant difference in the impact of international education on the international literacy of vocational high school students. (2) There is a significant difference in the impact of international education on the learning attitudes of vocational high school students. (3) There is a correlation between international literacy and learning attitudes among vocational high school students receiving international education. (4) International literacy predicts the learning attitudes of vocational high school students.

4.6. Discussion

Previous research has primarily focused on the application of international education, case studies, and qualitative research, aiming to construct relevant indicators and implementation strategies. However, there has been limited investigation into changes in students’ perceptions and attitudes. To validate the significance of international education, the present research team examined the shifts in students’ international competence and learning attitudes and further explored the predictive power between these variables to verify the stated research objectives.
From a theoretical perspective, both school internationalization and curriculum internationalization have become central goals for contemporary educational institutions. The integration of international education not only cultivates students’ tolerance for cultural differences and their understanding of global issues but also enhances their international literacy. Importantly, changes in learning attitudes are a key outcome. Through the implementation of international education, students are exposed to knowledge beyond textbooks, which fosters increased motivation, initiative in learning, and the inclusion of diverse perspectives. This, in turn, contributes to a more comprehensive approach to learning across other subjects and real-world contexts.
From a practical perspective, the enhancement of global awareness begins with the integration of international education. Schools can implement this through various approaches, including curriculum design, international exchange activities, and the overall process of school internationalization. This study provides empirical evidence that can serve as strong support for current government policies, offering encouragement for schools already engaged in international education to continue their advancement. It also serves as a motivational reference for schools that are hesitant or in the early stages of implementation. On the policy level, the findings can assist the government in formulating or refining strategies with greater precision, thereby enabling more effective planning.
However, disparities between urban and rural areas may limit the types of international education activities that can be implemented, restricting the scope and depth of such initiatives. As a result, schools with strong intent and potential may struggle to realize their goals, often resorting to simpler forms of implementation. Therefore, if relevant authorities can provide additional resources and multifaceted support, it would significantly broaden access to international education and benefit a greater number of students.

5. Conclusions

With the advancement of time, students’ learning should not be confined to the limitations of a single culture. Instead, they require a broad and comprehensive understanding of international knowledge to become civilized and globally competent individuals. This study employs a questionnaire to examine students’ performance in international literacy and learning attitudes, focusing on vocational high school students as the research subjects. Through this study, it is hoped that the findings will enhance schools’ confidence and diversity in promoting international education programs and exchange activities, while also benefiting students in their learning processes.

5.1. Contribution

In traditional education, the aspect of “interaction” is often overlooked, leading to challenges such as cultural differences and mutual misunderstandings. These issues can gradually widen cognitive disparities, ultimately affecting students’ future development. During their academic journey, students remain the central subjects of learning. If an international education environment can be fostered within the classroom, it would provide an excellent opportunity to promote mutual respect in the future.
International education has shown a clear trend of enhancing students’ international literacy and learning attitudes. For schools already implementing international education, this serves as a driving force for continued promotion, while for those planning to develop such programs, it provides positive encouragement. It is hoped that more schools will participate, fostering international exchange and promoting mutual understanding of diverse societies and cultures.
Furthermore, the relationship between “international literacy” and “learning attitude” reveals a significant correlation, demonstrating predictive power. If international education continues to be promoted, it will undoubtedly enhance students’ positive learning attitudes. When applied across various fields, this can lead to better outcomes and greater achievements.
The integration of international education has gradually become an essential focus for schools in promoting and developing curricula. Through this study, it is evident that students undergo significant transformation and growth after engaging in international education. This serves as a validation of the feasibility and benefits of the policies currently being implemented by the country, while also witnessing the progress and improvement of students.

5.2. Future Work

The implementation methods of international education in this study were diverse and contributed to the enhancement of students’ international competence as well as changes in their learning attitudes. Furthermore, the varying approaches to implementation may differ in terms of their effectiveness and impact. A more detailed analysis of each method could yield nuanced research findings, thereby facilitating the development of more suitable and context-specific models for implementing international education.
In current international education, mechanisms such as “studying abroad” are relatively scarce. If research is conducted on these topics, particularly investigating the effectiveness and feasibility of long-term in-person exchanges, it would certainly enhance resource allocation by government agencies and facilitate better matching opportunities for domestic students.
However, during the implementation of international education, various barriers are inevitable, such as political issues, funding concerns, and cultural differences. Identifying potential obstacles in advance would allow for preemptive solutions during future implementations and even create a more supportive environment to overcome related challenges.
Furthermore, the implementation of international education is diverse. Continuously monitoring developments in this field and establishing exchange modules as a reference for future institutions intending to implement such programs is an effective way to facilitate smooth implementation.

Author Contributions

Conceptualization, K.-C.Y., F.-L.T. and C.-C.C.; methodology, K.-C.Y. and C.-C.C.; validation, F.-L.T. and C.-C.C.; formal analysis, K.-C.Y. and C.-C.C.; investigation, F.-L.T. and C.-C.C.; resources, K.-C.Y.; data curation, F.-L.T. and C.-C.C.; writing—original draft preparation, K.-C.Y., F.-L.T. and C.-C.C.; writing—review and editing, K.-C.Y. and F.-L.T.; visualization, K.-C.Y. and F.-L.T.; supervision, K.-C.Y.; project administration, F.-L.T. and C.-C.C. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Ethics approval is not required for this type of study. The study was conducted following the local legislation: Scope of human research cases exempted from review by the Ethics Review Committee, https://www.cdc.gov.tw/Category/ListPage/tTG8SBJmXOyepzL2GdTcPg (accessed on 11 February 2025).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The data presented in this study are available upon request from the corresponding author.

Acknowledgments

We sincerely express our gratitude to the teachers who assisted in this research and the students who participated in the questionnaire survey. Their contributions provided valuable data, which led to important insights into the relationship between international literacy and learning attitudes.

Conflicts of Interest

The authors declare no conflicts of interest.

References

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Sustainability 17 04462 g001
Figure 1. Promoting educational internationalization. Note: Red: Key items in the White Paper 2.0. Blue: Key items in the White Paper 1.0. Brown: The direction for future efforts.
Figure 1. Promoting educational internationalization. Note: Red: Key items in the White Paper 2.0. Blue: Key items in the White Paper 1.0. Brown: The direction for future efforts.
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Figure 2. The research framework.
Figure 2. The research framework.
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Figure 3. The research process.
Figure 3. The research process.
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Table 1. Goals, strategies and action plans of white paper 2.0.
Table 1. Goals, strategies and action plans of white paper 2.0.
The Vision of International Education 2.0: Connecting with the World
VisionGoalStrategyAction Plan
Talent cultivation1. Cultivating global citizens1. Enhancing the school-based international education project1. School-based International Education Project-National Curriculum/Bilingual Curriculum
2. School-based International Education Project-International Exchange
3. School-based International Education Project-School Internationalization
(1). Demonstrating national values(1). Curriculum development and teaching
(2). Respecting diverse cultures with international understanding(2). International exchange
(3). Strengthening international mobility(3). School internationalization
(4). Fulfilling the responsibilities of a global citizen
Environmental preparation2. Promoting education internationalization2. Creating a friendly internationalized education environment4. Programs of promoting the accreditation of teachers and educational administrators in internationalization
5. Promoting for reviewing and revising laws and regulations of internationalization
6. Program for international education central consultation group
7. Program for international education local consultation group
8. Program for establishing the international education achievement award system
9. Program for establishing the international education 2.0 website
10. Program for establishing the international education quality management and database
(1). Promoting the accreditation of teachers and educational administrators in internationalization
(2). Reviewing and revising educational laws and regulations of internationalization
(3). Establishing supporting networks for internationalization
External mechanism3. Expanding global exchanges3. Establishing international linkage mechanisms11. Program for establishing the international education alliance
12. Program for promoting the international education cooperation platform
13. Program for promoting the international education resource centers
(1). International education alliance
(2). International education cooperation platform
(3). International education resource centers
Table 2. The analysis of participants.
Table 2. The analysis of participants.
Background VariablesCategoryFrequencyPercentage (%)
Grade levelFirst-year9613.7
Second-year31044.3
Third-year29442.0
GenderMale42560.7
Female27539.3
MajorIndustrial26437.7
Business21831.1
Agricultural9213.1
Home Economics9814.0
Arts284.0
Table 3. The analysis of overall international literacy.
Table 3. The analysis of overall international literacy.
DimensionMeanStandard DeviationsSort
Strengthening international mobility3.930.7001
Fulfilling the responsibilities of a global citizen3.880.7062
Demonstrating national values3.620.6443
Respecting diverse cultures with international understanding2.980.7414
Overall international literacy3.630.569
Table 4. Analysis of each item in the international literacy.
Table 4. Analysis of each item in the international literacy.
DimensionQuestionnaire ItemsMeanStandard DeviationsSort
Demonstrating national values3. I understand Taiwan’s strengths and weaknesses in the international community.3.760.8011
2. I recognize Taiwan’s role as a cooperative partner in global relations.3.730.8232
5. I can reflect on international phenomena through the lens of cultural differences.3.710.7943
6. I can offer critical perspectives on global issues based on cultural diversity.3.540.8204
1. I understand the historical context of Taiwan’s development.3.540.7905
4. I can explore and integrate contemporary global issues.3.470.7856
Respecting diverse cultures with international understanding1. I am capable of proposing ideas and methods to address global issues.3.210.7941
4. I possess the ability to evaluate actions taken on global issues.3.160.9212
3. I have the capacity to develop solutions for global issues.2.930.9423
2. I am proficient in at least two foreign languages, excluding my native language or dialect.2.6110.0244
Strengthening international mobility4. I am willing to experience the customs and practices of different cultures and respect their differences.4.220.8451
3. I am eager to make friends with people from different countries, ethnicities, and cultures.4.150.8412
2. I aspire to develop professional competencies that enable me to adapt to a cross-cultural global workforce in the future.3.870.8543
5. I am able to adapt to various living environments and lifestyles, tailoring my approach to the context.3.850.8454
1. I am willing to actively participate in overseas service-learning activities to understand methods for promoting global peace and sustainability.3.550.8995
Fulfilling the responsibilities of a global citizen3. I recognize the importance of interdependence within the global community of life.4.020.8101
5. I feel a responsibility to help people from other nations understand the strengths of my own country.3.910.8422
2. I am able to view international events from the perspective of global justice.3.830.8213
1. I can identify methods for maintaining world peace.3.820.8254
4. I bear the responsibility of contributing to making my country better and more competitive.3.820.8525
Table 5. The analysis of overall learning attitudes.
Table 5. The analysis of overall learning attitudes.
DimensionMeanStandard DeviationsSort
Learning motivation3.790.7451
Self-efficacy3.670.7282
Learning methods3.640.7293
Study habits3.630.7084
Overall learning attitudes3.680.674
Table 6. Analysis of each item in the learning attitudes.
Table 6. Analysis of each item in the learning attitudes.
DimensionQuestionnaire ItemsMeanStandard DeviationsSort
Learning motivation5. I believe that participating in international education-related activities will encourage me to strive harder in pursuing my goals and dreams.3.810.8431
3. I believe that participating in international education-related activities will deepen my desire to learn in the relevant field.3.800.8142
2. I believe that participating in international education-related activities will enhance my motivation to learn.3.790.8193
1. I believe that participating in international education-related activities will increase my interest in learning.3.780.8044
4. I believe that participating in international education-related activities will inspire me to further pursue learning new things and proactively seek resources.3.780.8115
Self-efficacy2. I believe that participating in international education-related activities will be more capable of finding a sense of accomplishment in various activities.3.710.8011
4. I believe that participating in international education-related activities will actively seek ways to make learning more engaging.3.660.8152
3. I believe that participating in international education-related activities will become more diligent and proactive in engaging with various matters.3.660.8183
1. I believe that participating in international education-related activities will improve my confidence in learning.3.640.8084
Study habits3. I believe that participating in international education-related activities will cultivate good learning habits.3.650.8082
1. I believe that participating in international education-related activities will be able to face challenges with a positive mindset and find ways to overcome difficulties.3.640.7853
5. I believe that participating in international education-related activities will become more attentive to time management in my studies.3.600.8214
2. I believe that participating in international education-related activities will utilize my time more efficiently.3.600.7975
4. I believe that participating in international education-related activities will become more focused on learning in various aspects.3.590.8236
7. I believe that participating in international education-related activities will improve my learning efficiency and remain stable3.560.8387
3. I believe that participating in international education-related activities will cultivate good learning habits.3.650.8082
Learning methods1. I believe that participating in international education-related activities will place greater emphasis on methods for learning various subjects.3.710.8001
2. I believe that participating in international education-related activities will adopt appropriate strategies to address challenges encountered in learning.3.670.8082
3. I believe that participating in international education-related activities will utilize different methods to enhance my study efficiency.3.620.8203
4. I believe that participating in international education-related activities will formulate study plans to support my learning.3.570.8554
Table 7. Correlation coefficient between international literacy and learning attitudes.
Table 7. Correlation coefficient between international literacy and learning attitudes.
Learning MotivationSelf-EfficacyStudy HabitsLearning MethodsOverall Learning Attitudes
Demonstrating national values0.530 **0.522 **0.545 **0.540 **0.576 **
Respecting diverse cultures with international understanding0.355 **0.443 **0.454 **0.425 **0.453 **
Strengthening international mobility0.704 **0.634 **0.625 **0.593 **0.690 **
Fulfilling the responsibilities of a global citizen0.635 **0.640 **0.668 **0.641 **0.698 **
Overall international literacy0.686 **0.687 **0.703 **0.676 **0.743 **
** p < 0.01.
Table 8. Multiple regression ANOVA coefficients and R coefficients of international literacy dimensions on overall learning attitudes.
Table 8. Multiple regression ANOVA coefficients and R coefficients of international literacy dimensions on overall learning attitudes.
AnovaRR2Adjusted R2
Sum of SquaresdfMean SquareF ValueSignificance
Regression184.512446.128240.6760.000 ***0.7620.5810.578
Residual133.2046950.192
Total317.715699
*** p < 0.001.
Table 9. Summary of multiple regression coefficients for international literacy dimensions on overall learning attitudes.
Table 9. Summary of multiple regression coefficients for international literacy dimensions on overall learning attitudes.
Unstandardized CoefficientStandardized Coefficientt ValueSignificanceCollinearity Statistics
B EstimateStandard Errorβ DistributionToleranceVIF
Demonstrating national values0.0770.0380.0742.0450.041 *0.4662.145
Respecting diverse cultures with international understanding0.1290.0270.1424.1820.000 ***0.6951.439
Strengthening international mobility0.3370.0360.3509.4770.000 ***0.4432.259
Fulfilling the responsibilities of a global citizen0.3190.0380.3348.4530.000 ***0.3872.584
Dependent Variable: Learning Attitude Scale. * p < 0.05, *** p < 0.001.
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Yao, K.-C.; Tseng, F.-L.; Chan, C.-C. Transforming Education: The Impact of Integrating International Education into School Curricula on International Literacy and Learning Attitudes. Sustainability 2025, 17, 4462. https://doi.org/10.3390/su17104462

AMA Style

Yao K-C, Tseng F-L, Chan C-C. Transforming Education: The Impact of Integrating International Education into School Curricula on International Literacy and Learning Attitudes. Sustainability. 2025; 17(10):4462. https://doi.org/10.3390/su17104462

Chicago/Turabian Style

Yao, Kai-Chao, Fan-Lung Tseng, and Chi-Chi Chan. 2025. "Transforming Education: The Impact of Integrating International Education into School Curricula on International Literacy and Learning Attitudes" Sustainability 17, no. 10: 4462. https://doi.org/10.3390/su17104462

APA Style

Yao, K.-C., Tseng, F.-L., & Chan, C.-C. (2025). Transforming Education: The Impact of Integrating International Education into School Curricula on International Literacy and Learning Attitudes. Sustainability, 17(10), 4462. https://doi.org/10.3390/su17104462

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