International Education and Engagement Looks Back on a Global Year in 2024-25 Impact Report – CSUF News

International Education and Engagement: 2024-25 Annual Impact Report on Sustainable Development Goals

The 2024-25 Annual Impact Report from Cal State Fullerton’s International Education and Engagement (IEE) division details a year of significant progress in global engagement, directly contributing to several United Nations Sustainable Development Goals (SDGs). The report outlines achievements in fostering international connections, promoting cultural exchange, and advancing academic excellence, with a focus on creating equitable and inclusive educational opportunities.

Advancing SDG 4: Quality Education Through Global Learning

The IEE’s core mission aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. By creating a diverse and globally-connected campus, the IEE enhances the quality and scope of education for all students.

Key Achievements in Educational Access and Participation

• Supported a cohort of nearly 1,500 international students.
• Welcomed students representing 79 different countries, fostering a multicultural learning environment.
• Achieved a 42% increase in study abroad participation, with 677 students engaging in programs across 28 countries.
• Doubled the number of winter faculty-led programs, expanding high-impact practice opportunities for transformative educational experiences.

Fostering SDG 17: Partnerships for the Goals

Strengthening global partnerships is fundamental to achieving sustainable development. The IEE has actively expanded its network of international collaborations, embodying the spirit of SDG 17 by revitalizing global partnerships for sustainable development.

Expansion of Institutional Collaborations

• Strengthened and expanded partnerships with institutions across Asia, Europe, and other regions.
• Hosted eight international delegations to foster cross-cultural learning and institutional cooperation.

Notable Institutional Engagements

1. MIT World Peace University, India
2. University of Wales Trinity Saint David (UWTSD), United Kingdom
3. Gachon University, South Korea

A significant milestone was the celebration of a 25-year partnership with UWTSD, demonstrating a long-term commitment to collaborations that promote adaptability, a broad worldview, and holistic development.

Championing SDG 10: Reduced Inequalities and Inclusive Communities

The IEE’s initiatives actively contribute to SDG 10 by fostering equity-minded practices and creating an inclusive environment for students from diverse backgrounds. These efforts help reduce inequalities and ensure no one is left behind.

Student Leadership and Peer Support Systems

Volunteer-led programs are central to creating a welcoming and supportive campus culture for international students. These initiatives build a strong sense of community and global citizenship.

• Global Titan Buddy Program: Pairs international students with domestic peers to aid their adjustment to campus life.
• Global Titan Leaders & Ambassadors: Student volunteers who support IEE events, planning, and outreach, sharing their global experiences to inspire others.

Highlighting Student Impact on Global Equity

The report features students whose work and ambitions align with creating a more equitable world. These individuals exemplify the role of global education in empowering leaders to address societal challenges.

• Vui Nguyễn: An MBA student from Vietnam aiming to create opportunities for underprivileged communities.
• Galen Jiang: An international scholar who became CSUF’s first Schwarzman Scholar, a program designed to build a global network of future leaders.

Future Outlook: Sustaining Momentum for Global Impact

Looking ahead, the IEE is committed to building on its successes by seeking new opportunities for collaboration and innovation in global engagement. The department’s mission remains rooted in providing academic and cultural opportunities that empower students to contribute positively to a sustainable and interconnected world.

Strategic Goals

• Continue expanding international partnerships to diversify educational experiences.
• Enhance support systems for both incoming international students and outgoing study abroad participants.
• Further integrate global learning outcomes with the Sustainable Development Goals to prepare the next generation of global leaders.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

   The article on Cal State Fullerton’s International Education and Engagement (IEE) team’s Annual Impact Report connects to several Sustainable Development Goals (SDGs) through its focus on global education, partnerships, and equity.

   • SDG 4: Quality Education

     The core theme of the article is providing and enhancing educational opportunities through international exchange. It discusses study abroad programs, support for international students, and academic achievement, all of which are central to ensuring inclusive and equitable quality education.

   • SDG 10: Reduced Inequalities

     The article touches upon this goal by highlighting the IEE’s commitment to “fostering equity-minded practices” and creating a “culture of inclusion.” It also features a student, Vui Nguyễn, who “aims to create opportunities for underprivileged communities,” directly addressing the goal of empowering all individuals and reducing inequality of opportunity.

   • SDG 17: Partnerships for the Goals

     This goal is prominently featured through the article’s emphasis on collaboration. The IEE team’s work involves “expanded partnerships across Asia, Europe and beyond,” hosting “eight visiting delegations,” and celebrating a “25-year partnership with UWTSD.” These actions exemplify the global partnerships needed to achieve sustainable development.

2. What specific targets under those SDGs can be identified based on the article’s content?

   Based on the activities and outcomes described, several specific SDG targets can be identified.

   • Under SDG 4: Quality Education

     • Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including… global citizenship and appreciation of cultural diversity.” The article directly supports this target by describing how the IEE’s programs promote a “broad worldview,” “cross-cultural learning,” and empower students to become “global citizens.”
     • Target 4.b: “By 2020, substantially expand globally the number of scholarships available to developing countries… for enrolment in higher education.” The article implies progress toward this target by mentioning its support for “nearly 1,500 international students” from “79 countries” and highlighting the achievement of Galen Jiang, who became CSUF’s first “Schwarzman Scholar,” a prestigious international scholarship.

   • Under SDG 10: Reduced Inequalities

     • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… origin… or other status.” The IEE’s mission to foster “equity-minded practices” and create a “welcoming space for new students” that “strengthens the university’s culture of inclusion” directly aligns with this target.

   • Under SDG 17: Partnerships for the Goals

     • Target 17.6: “Enhance North-South, South-South and triangular regional and international cooperation on and access to… innovation and enhance knowledge sharing.” The article provides concrete examples of this cooperation by listing partnerships with institutions like “MIT World Peace University in India,” “University of Wales Trinity Saint David in the United Kingdom” and “Gachon University in South Korea.”
     • Target 17.16: “Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge.” The entire IEE initiative, involving university staff, international partners, student volunteers (“Global Titan Buddy Program”), and visiting scholars, functions as a multi-stakeholder partnership to share knowledge and promote global education.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

   The article provides several quantitative and qualitative data points that can serve as indicators to measure progress towards the identified targets.

   • Indicators for SDG 4 Targets

     • For Target 4.7: The article provides several metrics for measuring the promotion of global citizenship and cultural diversity, including the “42% increase in study abroad participation,” the total number of participants (“677 students”), the number of destination countries (“28 countries”), and the doubling of “winter faculty-led programs.”
     • For Target 4.b: Progress can be measured by the number of international students supported (“nearly 1,500”), the diversity of their origins (“79 countries”), and the number of students receiving prestigious international scholarships (e.g., the “first Schwarzman Scholar”).

   • Indicators for SDG 10 Targets

     • For Target 10.2: While harder to quantify, progress is implied through qualitative indicators such as the implementation of “equity-minded practices,” the existence of a “culture of inclusion,” and student-led initiatives aimed at creating “opportunities for underprivileged communities.” The “Global Titan Buddy Program” also serves as an indicator of an inclusive support system.

   • Indicators for SDG 17 Targets

     • For Targets 17.6 and 17.16: The strength and scope of partnerships can be measured by the “number of visiting delegations hosted” (eight), the establishment of new partnerships (“expanded partnerships across Asia, Europe and beyond”), and the longevity of existing collaborations (a “25-year partnership with UWTSD”).

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

   SDGs	Targets	Indicators
   SDG 4: Quality Education	4.7: Ensure all learners acquire knowledge and skills for sustainable development, including global citizenship and appreciation of cultural diversity. 4.b: Substantially expand the number of scholarships and enrollment opportunities for students from developing countries in higher education.	– 677 students participating in study abroad programs. – 42% increase in study abroad participation. – Students explored 28 different countries. – Doubling of winter faculty-led programs. – Nearly 1,500 international students supported. – Students welcomed from 79 countries. – Student awarded the Schwarzman Scholarship.
   SDG 10: Reduced Inequalities	10.2: Empower and promote the social, economic, and political inclusion of all, irrespective of origin or other status.	– Fostering of “equity-minded practices.” – Cultivating a “culture of inclusion.” – Student initiatives to create opportunities for “underprivileged communities.” – Existence of volunteer programs like the “Global Titan Buddy Program” to support international peers.
   SDG 17: Partnerships for the Goals	17.6: Enhance international cooperation and knowledge sharing. 17.16: Enhance the global partnership for sustainable development through multi-stakeholder partnerships.	– Hosted eight visiting delegations. – Expanded partnerships across Asia, Europe, and beyond. – Maintained a 25-year partnership with University of Wales Trinity Saint David (UWTSD). – Collaboration with institutions in India, the UK, and South Korea. – Multi-stakeholder engagement through staff, partners, and student volunteers.

Source: news.fullerton.edu