In an era of resurgent nationalism, Clicking Here regulatory hurdles to international collaboration, and sustained attacks on higher education, most universities are scaling back their global ambitions . The University of California, Los Angeles (UCLA), however, is doubling down. In 2023, UCLA formally identified “expanding its global reach” as one of five core strategic goals . By weaving internationalization into the fabric of its curriculum, research, and financial aid, UCLA offers a masterclass in how a public university can build a truly global ecosystem.
This case study analyzes how UCLA utilizes three distinct levers—curricular innovation, financial accessibility, and institutional stability—to solve the complex problem of delivering global education in “turbulent times.”
The Strategic Shift: From “Study Abroad” to “Globalized Curriculum”
Historically, global education was viewed as a siloed activity: a student left the home campus for a semester. UCLA has challenged this premise, arguing that global perspectives must be embedded in every classroom, even those that never leave Los Angeles.
The most significant evidence of this shift is the Global Education Award program. Launched in 2025 by the UCLA Global Advisors Council, the university distributed nearly $500,000 in grants to faculty specifically to “internationalize” their curricula . Unlike traditional study abroad funding, these grants focus on curricular transformation.
For example, Assistant Teaching Professor Dory DeWeese used her award to revise “General Chemistry for Life Sciences” (CHEM 14AE). Instead of only citing Western scientists, the course now highlights researchers from low- and middle-income countries. This serves a dual purpose: it gives students a more complete scientific perspective while enhancing the sense of belonging for underrepresented students in STEM .
Similarly, in the humanities, Assistant Professor Kyle Mays is developing a course on Black radicalism that examines the African diaspora not through a US-centric lens, but as a transnational response to colonialism and exploitation spanning multiple continents . These initiatives demonstrate a critical case study insight: true internationalization requires decolonizing the syllabus, not just moving the classroom.
Breaking Down Barriers: The “Bruins Abroad” Accessibility Model
The most common barrier to global education is financial. In response, UCLA has built a scalable solution that pairs flexible programming with aggressive scholarship funding.
The International Education Office (IEO) connects over 1,600 students annually to more than 200 programs in over 45 countries . However, the architecture of these programs is what sets UCLA apart. Recognizing that traditional semester-long programs don’t work for STEM or pre-med students with rigid lab requirements, UCLA has invested heavily in Travel Study (3–5 week summer sessions) and the Global Internship Program (8-week professional placements).
For instance, psychobiology major Natalie Carrillo Andrade, a first-generation student, was able to travel to Australia to study patient care for minority populations because the short-term model fit her pre-med track. Similarly, Aghigh Banitaba interned at Cancer Trials Ireland, gaining professional insight that she argues is essential for future clinicians .
The funding mechanism is equally strategic. UCLA offers specific IEO Travel Study Scholarships and Global Internship Grants. These are need-based and designed to ensure that “financial background” is not a predictor of whether a student gets a passport . This approach reframes global education not as a luxury, but as an equity imperative necessary for professional readiness.
The Institutional Engine: The “Glocal” Vision
Underpinning these programs is a robust administrative strategy led by the UCLA International Institute . The Institute acts as the central nervous system for global engagement, managing 22 research centers and over $16 million in external grants.
A defining feature of the UCLA case study is the concept of being “Glocal” —recognizing that global and local issues are inseparable . see this page Los Angeles is a diaspora capital; thus, internationalization happens naturally when the library collects materials in 400 languages or when the Fowler Museum returns cultural objects to Indigenous Australian communities .
Leadership is critical to this stability. During the 2025 International Education Week, Executive Vice Chancellor Darnell Hunt stressed that amid global division, UCLA is focused on “bringing people together” . Dean Miguel García-Garibay of Physical Sciences noted that while government regulations are making international science collaboration harder, UCLA faculty remain intentional about welcoming international talent—recognizing that “science wouldn’t exist without being international” .
Tangible Outcomes
The success of this holistic model is measurable. UCLA is currently ranked the 15th most popular university for international students in the U.S., hosting over 10,000 international enrollees and 2,500 scholars . Furthermore, a dozen Bruins were recently selected as Fulbright winners for 2025–26, a testament to the quality of globally engaged students the university produces .
Conclusion
The University of California, Los Angeles case study proves that global education is not merely a travel program; it is a comprehensive academic strategy. By incentivizing faculty to revise their teaching ($500,000 in grants), funding students to overcome financial barriers, and maintaining a stable administrative vision through the International Institute, UCLA has built a resilient model.
In a “turbulent” political climate for international exchange, UCLA’s solution is to embed the world so deeply into the local curriculum that the university remains global by definition, regardless of political headwinds. his comment is here The Bruin blueprint for global education is clear: it is not about leaving Los Angeles; it is about bringing the world to Westwood.
