New Perspectives in Science Education

This paper presents the redesign of CS 4604:Database Management Systems at Virginia Tech to incorporate global learning through the lens of ancient Egyptian cultural heritage preservation. The revised course integrates project-based learning, immersive virtual reality (VR) field experiences, interdisciplinary expert lectures, and a student-developed interactive web platform (Datopia) into what was previously a conventional database course. Ninety-seven undergraduate students worked in teams to design and implement database applications addressing real-world preservation challenges cataloguing artifacts, managing climate data, and scheduling restoration logistics  with ancient Egyptian monuments threatened by climate change as the unifying global theme. An IRB-approved longitudinal survey protocol (IRB 25-125) and student reflection data reveal substantial gains in motivation, intercultural awareness, and engagement with global challenges. Student-built tools, including Datopia a 3D interactive globe connecting live World Bank data to embedded 360° VR site tours demonstrate that globalising technical education can produce both academically rigorous and genuinely innovative outcomes. The paper offers a replicable faculty model with practical implementation guidance for STEM educators seeking to embed global competency into technical courses without sacrificing disciplinary depth.