While it is easy to recognize the difficulties that continue to persist, much progress has been made in recent decades. Part of this progress could be seen as a “trimming of the fat” from school curricula and a shift in focus that highlights fields such as mathematics and science, as they are considered to have the highest ROI, or return on investment. investment for both sectors. student and nation. Therefore, for “World History” to continue to receive funding and support, an update of historical concepts is necessary, not least that of globalization. The relevance of world history should be sought in understanding how the world arrived at its current state, through a process of intercontinental cultural and economic diffusion. Professor Ross E. Dunn talks about this in The Two World Histories: “Overall, the world history curriculum in public schools lags far behind the research curve, and fails to ask enough key questions that could help young people Americans to better understand how the fluid, transnational, and economically integrated world we live in needs to be what it is. The situation must change." It is right that history subjects are old-fashioned, by their very definition they look to the past, but above all world history courses must evolve to demonstrate their validity.