Rawlings School of Divinity


Master of Arts in Global Studies (MAGS)


L. Lynn Thigpen


Global Studies, Narrative-Centered Learning, Metanarrative, Grand Narrative, Transformational Learning, Biblical Higher Education


Education | Religion


There is limited research and literature on the effectiveness of narrative-centered academic learning environments that utilize biblical metanarrative as a tool for teaching. Literature exists showing that story is an effective tool within education, within discipleship, and within training for cross-cultural effectiveness. This narrative inquiry research study focused on Liberty University’s Global Studies Program, a program that overlaps these distinct areas into one platform. Global Studies uses the power of story through the Grand Narrative of Scripture to teach students academic content, equip them as messengers of God’s Story, and help them assess and understand their own narratives within a larger context. This study explored how interns at Liberty University perceived the Global Studies program’s teaching of the biblical metanarrative. Through a narrative inquiry study, research showed the Global Studies program’s teaching of the biblical metanarrative has impacted the lives and personal narratives of Global Studies interns at Liberty University in ways that go far beyond the academic endeavors of the program. Grand Narrative teaching deepened students’ understanding of Scripture, gave them an understanding of the story in which they play a part, gave them a framework for placing other learning, and strengthened the Global Studies program as a community. This metanarrative worldview contributed to Global Studies being not only a knowledge-based learning environment, but also a transformational discipleship environment. On this basis, it is recommended that Global Studies continue to use and promote biblical metanarrative teaching and that other programs and schools consider utilizing the approach as well.