ABSTRACT
This chapter discusses three vital elements for a cosmopolitan education. First, pedagogies that lend themselves to cosmopolitan outcomes, including worldly pedagogy, experiential learning, decolonial pedagogy, active learning and contemplative pedagogy. Second, ensuring that educators have appropriate skills and attributes through hiring educators with international experience, the inclusion of global engagement in promotion criteria, leaders modelling cosmopolitan practices and professional development for educators. Third, assessment practices that both assess and reinforce cosmopolitan learning, such as learner-centred and authentic models of assessment and the use of measures of interculturality. When combined with a cosmopolitan curriculum, these elements will give students the best possible opportunity of gaining cosmopolitan attributes during their higher education studies. While revolutionary in potential, none of the approaches discussed are eccentric in character. In fact their strength lies in the fact that they all represent excellence in higher education and have been proven to optimise students learning across numerous contexts.
