ABSTRACT
The main purpose of an internationalised higher education in the 21st century is to develop students’ personal, academic, and intellectual growth and to provide them with the necessary transferable and employability skills for studying, living, and working in a globalised world. However, research into higher education pedagogy suggests that teaching is mostly one-dimensional, through knowledge transmission and recitation, and that dialogue-rich collaborative learning is limited in use. This chapter calls for a dialogic pedagogy to be at the heart of teaching and learning reform in higher education. This in turn will lead to a safe and inclusive space for collaborative learning through discussion and dialogue, resulting in improved educational outcomes and the development of a range of transferable skills needed in the 21st century. The chapter discusses the essential features of a dialogic pedagogy and the mechanisms for implementing it in the higher education classroom. It concludes with a call for more research into the benefits of a dialogic pedagogy in higher education so as to build a more extensive evidence base to inform policy and practice with regard to teaching and learning.
