Global Pathway Program Programme aims:

• Academic Readiness: The program aims to provide students with a strong academic foundation in key subjects such as business, humanities, mathematics, and language skills. By mastering foundational concepts, students are prepared for the challenges of undergraduate coursework
• Language Proficiency: One of the primary aims is to enhance students’ English language proficiency. This includes improving reading, writing, listening, and speaking skills, specifically tailored for academic contexts. The goal is to ensure that students can effectively comprehend lectures, participate in discussions, and write academic papers.
• Cultural and Global Understanding: The program aims to foster cultural awareness and global perspectives. Students are exposed to diverse cultures, perspectives, and worldviews, enabling them to engage effectively in multicultural environments and global discussions.
• Critical Thinking and Problem-Solving: The program aims to develop students’ critical thinking abilities, encouraging them to analyze information, evaluate arguments, and solve problems. These skills are essential for success in higher education and future professional endeavors.
• Research and Study Skills: Students are taught research skills, including information gathering, evaluation, and synthesis. They also learn effective study techniques, time management, and organizational skills, enabling them to excel in their studies
• Ethical and Social Responsibility: The program aims to instill a sense of ethics and social responsibility. Students explore ethical dilemmas and societal issues related to business and humanities, encouraging them to think critically about the impact of their decisions on society.
• Preparation for University Life: The program aims to familiarize students with the expectations and challenges of university life. This includes exposure to academic norms, classroom etiquette, university resources, and extracurricular opportunities, helping students adapt seamlessly to their future academic environment.
• Confidence and Independence: Through interactive learning experiences, group projects, and presentations, the program aims to boost students’ confidence and independence. Students gain the self-assurance to express their ideas, collaborate effectively, and work independently on academic tasks.
• Pathway to Success: Ultimately, the program aims to provide students with the skills, knowledge, and confidence they need to succeed academically and professionally. Whether they choose to pursue further studies or enter the workforce, graduates of the program are equipped with a strong foundation for future success.

Foundational Business Knowledge: Acquire a solid understanding of fundamental concepts in business, including marketing, finance, management, and entrepreneurship, laying the groundwork for advanced studies in business-related fields.

Analytical Skills: Develop analytical skills necessary for evaluating business problems, interpreting data, and making informed decisions. Enhance the ability to critically assess business situations and propose effective solutions.

Communication Skills: Enhance written and oral communication skills in the context of business humanities. Develop the ability to articulate complex ideas clearly and persuasively, crucial for business presentations, reports, and negotiations.

Ethical Awareness: Understand the ethical dimensions of business decisions and develop awareness of social responsibility in the business context. Explore ethical dilemmas and practice applying ethical frameworks to real-world business scenarios.

Teamwork and Collaboration: Cultivate teamwork and collaboration skills through group projects and discussions. Learn to work effectively in diverse teams, understanding the dynamics of group work and leveraging different perspectives.

Entrepreneurial Mindset: Foster an entrepreneurial mindset, encouraging creativity, innovation, and adaptability. Develop an understanding of entrepreneurship principles and explore the process of transforming ideas into viable business ventures.

Critical Thinking: Develop advanced critical thinking skills, enabling the analysis and interpretation of complex texts, cultural artifacts, and historical events. Engage in discussions and debates to evaluate different perspectives and viewpoints.

Cultural Literacy: Acquire cultural literacy by studying significant literary works, historical events, art movements, and philosophical ideas. Understand the cultural contexts that shape societies and civilizations, fostering a broader worldview.

Research and Writing Skills: Enhance research skills to gather, evaluate, and synthesize information from various sources. Develop proficient writing skills, including the ability to construct coherent arguments, cite sources accurately, and adhere to academic conventions.

Global Awareness: Develop an understanding of global issues, cultural diversity, and intercultural communication. Explore the interconnectedness of global societies, economies, and cultures, fostering empathy and tolerance.

Ethical Reasoning: Delve into ethical theories and apply ethical reasoning to ethical dilemmas in various contexts within the humanities. Analyze ethical questions related to culture, society, and individual behavior.

Presentation and Expression: Develop effective presentation skills, both verbal and visual, to convey complex ideas clearly and persuasively. Engage in debates, seminars, and creative projects to express thoughts and arguments convincingly.

Student achievement of the learning outcomes during the implementation of an educational program shall be assessed in accordance with the ‘Procedure for Calculating Higher Education Program Credits’ approved by the Minister of Education and Science of Georgia’, issued on January 5, 2007, No 3.

Assessment of student achievements includes assessment forms – mid-term (single or multiple) and final assessments, the sum of which is the final grade (100 points).
Mid-term and Final Assessments include an assessment component (s) that defines ways/means of assessing a student’s knowledge and/or ability and/or competencies (oral/written exam, oral / written inquiry, homework, practical/theoretical work, etc.). The evaluation component combines a variety of Assessment Methods (test, essay, presentation, practical/theoretical assignment, working in a group, participating in a discussion, solving a case, participating in a mock trial, etc.).
Midterm and Final Exams (as specific assessment forms) are conducted in written and organized centrally by the Examination Centre unless otherwise specified in a respective syllabus. Other Assessment Forms are subject-specific and defined in the syllabi.

Knowledge of a student is assessed with a 100-point grading system. 100 points represent a maximum grade. The prerequisite for acquiring ECTS credit is to accumulate at least 51 points out of 100.

The knowledge assessment system includes:
a) Five types of positive assessment:
(A) Excellent – 91-100 points;
(B) Very good – 81-90 points;
(C) Good – 71-80 points;
(D) Satisfactory – 61-70 points;
(E) Sufficient – 51-60 points.

1. b) Two types of negative assessment:
   (FX) Did not pass – 41-50 points, which means that a student needs to work harder to pass and is granted with the right to take one additional exam in terms of independent work;
   2. (F) Fail- 40 points and less, which means the performance of a student is not sufficient and the learner has to study the subject/learning course again.

Teaching Method

The teaching and learning methods used within the program are based on the principles of student-centered teaching and ensure the achievement of learning outcomes.

Forms of organizing relevant teaching are used to achieve the goals of the educational program. The learning courses of the program provide the required ratio of contact and independent working hours.

A seminar method is used to achieve the objectives of the Learning course in the educational program.

Each of them combines methods and techniques, and relevant activities, taking into account the objectives of the course and the specifics of the topics to be discussed, which are specifically defined by the syllabi of the relevant learning courses, taking into account course objectives and competencies to be developed within the course.

Presentation tools are used to give knowledge to students on the issues identified in the syllabus.
Seminar – serves to deepen the knowledge gained during the lecture. It is also used for student assessment.

Used in the seminar:

 Verbal method – This method is actively used during the seminar when the professor conveys through narration, and conversation, explains the learning material, while students actively perceive, memorize and comprehend it, actively perceive, assimilate and convey to the audience.

 Brainstorming – This method involves brainstorming as many as possible ideas about a particular issue/problem within a particular topic, preferably radically different, promoting the formation and expression of an opinion, or idea. This method helps to develop a creative approach to the problem.

 Discussion – debate, which increases the degree of student involvement and activity. The discussion can turn into an argument, which is not limited to the questions asked by the professor. This method develops the student’s ability to argue and substantiate his or her own opinion;

 Case study method – Involves discussing specific cases with students during the lecture explanation process in order to present the theoretical material more clearly and thoroughly.

 The explanatory method- is based on reasoning around a given issue. When presenting the material, the professor cites a specific example, which is discussed in detail within the given topic;

 Group (Collaborative) Work – involves forming small teams in academic groups to develop teamwork skills, including encouraging some kind of competition to better prepare/present a specific group assignment/project in a learning material format; development of leadership skills in teams, development of competitiveness skills, redistribution of functions among team members.

 Writing method – Working on tests, quizzes, tasks and exercises, preparing essays and reports based on the covered materials. Making excerpts and notes, compiling material and abstracts.

 Practical work – for the practical interpretation of theoretical material, doing practical tasks and assignments, solving hypothetical problems and practical issues.

 Demonstration – an academic activity during which a lecturer shows students in observer mode how to perform a specific theoretical or practical task.

 Presentation – action-oriented learning is one of the effective activities in which students find relevant materials on a given topic and present it to the group using technical aids/demonstration materials.

 Working on textbooks – is used by the student for independent familiarization with mandatory and additional literature given in the syllabus, studying relevant material, processing and analysis of given references

 Communicative work – according to the communicative approach, teaching process aims to develop students’ communicative skills. This approach includes interactive methods of teaching.

 Action-based learning – is an activity where the practical interpretation of theoretical material is particularly important and involves the practical use of theoretically acquired knowledge, through the performance of practical tasks, and problem-solving, which develops the student’s skills in applying theoretical knowledge in practice.

 Project Based Learning – involves students working on projects for a certain period of time, within which they are tasked with solving real problems or answering difficult questions and making a final presentation of the project. As a result, the student develops deep content knowledge, critical thinking, creativity, communication and collaboration, academic writing and presentation skills, and practical skills.

 Simulation – is complex training, during which participation in solving hypothetical problems based on the events taking place in the real environment takes place. In the process of simulation, in order to achieve a defined goal, roles are distributed, resources are provided and decisions are made based on it. Parameters relevant to the real situation are controlled, and decision-making based on them provides critical and analytical thinking. In the process of simulation, knowledge gained in the past is collected, deepened, and applied in practice.

 Study Tour – refers to a visit to the functional space of a specific field, within which the student has the opportunity to get acquainted with the practical work side of a specific direction, to have interaction with the working experts of the field, and participate in the work process.

 Interaction – an academic activity, which involves processing the topic within the lecture in the format of an active dialogue with students. Interactive work allows attracting and maintains the attention of students, as well as determines the level of understanding of new information provided during the lecture.

 Role Play – scenario-based activity allows students to look at the issue from different points of view and helps them to develop an alternative point of view. Role-playing games develop the student’s ability to express his position independently and defend it in an argument.

 Research-based learning – is the integration of a theoretical knowledge base or theoretical knowledge using appropriate data collection and analysis procedures to test, verify, or study a phenomenon or event. Research and research practice activities are needed to develop the research competencies of future professionals.

The program is implemented at the premises of the British Teaching University in Georgia, which is equipped with the material and technological resources necessary for the implementation of the program. Specifically, the University has the Library (where the required learning materials and other resources are available, both in print and electronic format, scientific databases), the computer classroom (with free access to computers and the Internet), conference rooms, and auditoriums. Further, the University utilizes online platforms (Zoom, Google Meet) , Learning Process Management System Data Analysis Management System (SPSS)

The program is delivered by a team of academic staff from British University who possess the required expertise to achieve the program’s learning outcomes. These professionals have relevant professional experience in line with the program’s profile, academic degrees, and teaching and research experience. BUG created this program based on a comprehensive research of similar programs. It also consulted potential partner institutions to identify their requirements. These insights and requirements were built into the program aims and learning outcomes. BUG plans to work with partners to enhance the program and make it more acceptable for a wider network of institutions.