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Abstract
The US apparel and textiles industry operates within an interdependent global system, necessitating workforces competent for day‐to‐day operations. The US workforce lacks preparedness in working globally; this study tests an infusion method of curriculum internationalisation to enhance students' global understanding. Four cognitive and experiential instructional modules focused on China were developed and infused into four existing courses at a US university. Pre‐ and post‐test assessment of students' understanding in each module revealed that the number of correct answers was increased nearly fifteen percent across modules after implementation. The developed modules and implementation were assessed very favourably by the participants.
