In an effort to enhance the quality of education, universities and colleges are developing programs that help faculty and staff internationalize curriculum. These programs will purposefully develop the intercultural perspectives of students. "Curriculum Internationalization and the Future of Education" is a critical scholarly resource that examines the steps taken to diversify a number of courses from various disciplines and addresses the challenges with curriculum internationalization. Featuring coverage on a broad range of topics, such as active learning, student engagement, and grounded globalism, this book is geared towards academics, upper-level students, educators, professionals, and practitioners seeking current research on curriculum internalization. The book contains the following chapters: (1) Bringing the Study of American Government to Life in a Diverse Classroom: Internationalization and Individualization (Michael A. Lewkowicz, Laura D. Young, Dovile Budryte, and Scott A. Boykin); (2) Process of Transforming Regular Courses Into I-Courses: The Case of Two Political Science Courses at GGC (Clemente Quinones); (3) Active Learning and the "Teaching" of Migration in Geography: A Critical Reflection on the Twenty-First Century Multicultural College Classroom (Todd Lindley); (4) Using International Content in an Introductory Human Geography Course (David Dorrell); (5) Internationalizing a Course on the Cultural and Intellectual History of the Ancient World (Richard S. Rawls); (6) Internationalizing Music Appreciation (Marc Gilley); (7) Cultivating Global Citizens: Classroom Tools to Reduce Cultural Judgment and Foster Intercultural Understanding in Higher Ed (Jenna Andrews-Swann); (8) Transforming a Beginner's Foreign Language Course Into an Internationalized Course: Language Exchange Pal Project (Rong Liu); (9) How Is Mathematics Humanistic, Culturally Rich, Relevant, and Interesting?: Seeking Answers Through the Redesign of an Undergraduate Mathematics Course (Priya Shilpa Boindala, Ramakrishnan Menon, and Angela Lively); (10) Creating a Vibrant STEM Study Abroad Program With a Cultural Component (Boyko Georgiev Gyurov and Mark Andrew Schlueter); (11) Reflecting on New Faculty Training: Internationalized Learning Essentials (Semire Dikli, Richard S. Rawls, and Brian C. Etheridge); (12) Beyond Curriculum Internationalization: Globalization for Intercultural Competence (Funwi Ayuninjam); (13) Grounded Globalism: Regional Identity Hypothesis as a Framework for Internationalizing Higher Education Curriculum (Paulo Zagalo-Melo, Charity Atteberry, and Roch Turner); (14) Opening the Classroom to the World: A Grounded-Theory Study of Student Perceptions of Integrating Intercultural Competence Into Curriculum (Xingbei Ye, Inna Molitoris, and David Anderson); (15) Fieldwork in Developing Countries: Preparing Pre-Service Teachers (Michelle Vaughn and Karen Weller Swanson); and (16) From Teaching Software Engineering Locally and Globally to Devising an Internationalized Computer Science Curriculum (Liguo Yu).