The key difference between Cosmopolitanism and Enactivism is that while Cosmopolitanism focuses on collaborative learning through observations and interactions with the world at large, Enactivism also identifies actions that result from that learning as a part of the learning process. In other words, the learning process can itself result in action that changes the world we are studying (Sumara & Davis, 1997, p. 415).
Enactivism will obviously only be relevant for students that are highly committed to their studies in a personal way, and own their education as a way to improve the world. These students are also identified as being Authentically Engaged in the Schlechty model, as students highly committed to their own learning.
Project Based Learning is an effective way for students to both learn about their world and learn how to make changes to the world at the same time. While designed for first year engineering students, the Engineers Without Borders Challenge is an example of the sort of instructional technique that embodies Enactivist thinking (Engineers Without Borders, 2014).