Bridging the Global and the Local: Glocalizing Syllabus in the Light of Learning Style

In the rapidly evolving landscape of education, there is a growing recognition of the need to adapt teaching practices to cater to the diverse learning preferences of students. As the world becomes increasingly interconnected, it is crucial for educational institutions to strike a balance between global perspectives and local contexts, ensuring that students are equipped with the knowledge and skills necessary to thrive in an interconnected world. This review study aims to propose a syllabus that integrates global and local perspectives in education, known as glocalizing syllabus. The study commences by examining key principles and components involved in syllabus design, as well as exploring different learning styles. Subsequently, it endeavors to establish a coherent connection between the process of syllabus design and the diverse learning preferences of students. The findings of this study hold significance for English as a Foreign Language (EFL) instructors, curriculum planners, and educational institutions seeking to enhance their teaching practices. By emphasizing the importance of aligning syllabus design with the varied learning styles of students, this research contributes valuable insights that can inform pedagogical approaches and curriculum development strategies in the field of education.

Bridging the Global and the Local: Glocalizing Syllabus in the Light of Learning Style Keywords:

Global , Local , Glocalizing syllabus , Learning style , EFL