The Use of International Perspectives in Forensic Science Pedagogy

Authors

  • John Foster University of Greenwich

DOI:

https://doi.org/10.21100/compass.v18i2.1641

Abstract

This paper explores the integration of international perspectives into forensic science education, emphasising the pedagogical value of global engagement and authentic learning experiences. Drawing on constructivist theories and first-hand experiences in countries such as Nepal, I argue that exposure to diverse forensic practices enhances student understanding of legal frameworks, cultural contexts and scientific adaptability. I advocate a balanced, evidence-based approach that fosters critical thinking, inclusivity and global awareness in forensic science pedagogy.

Author Biography

John Foster, University of Greenwich

I am currently employed with the University of Greenwich as an Associate Professor and Programme Lead for Forensic Science and Forensic Science with Criminology.

I was employed in Forensic Services with the Metropolitan Police for nearly 36 years with 24 years dealing with the top tier of crime in Homicide and Unexpected Death Investigation. I have worked in Counter Terrorism, Specialist Crime and various other Commands during this time. I am a member of the Chartered Society of Forensic Science.

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Published

03/10/2026

How to Cite

Foster, J. (2026). The Use of International Perspectives in Forensic Science Pedagogy. Compass: Journal of Learning and Teaching in Higher Education, 18(2). https://doi.org/10.21100/compass.v18i2.1641

Issue

Vol. 18 No. 2 (2026)

Section

Opinion Pieces

License

Copyright (c) 2026 John Foster

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