Multilingualism, multiculturalism and global competence in European higher education

In the current epoch of economic globalization, the globalization of higher education has spurred an increasing interest in comprehending global competence. A systematic literature review was conducted, analyzing a wide range of studies from 2013 to 2023 using the Web of Science and Scopus databases. The review aimed to present an updated overview of research on global competence, covering various aspects such as its definition, assessment dimensions, research objectives, methodologies, results, and limitations. Most publications define global competence using knowledge, attitudes, and skills as crucial dimensions, drawing from international organizational documents and research findings. However, the review also emphasizes the need for future research to adopt a longitudinal approach and develop global competence verification tools to measure global competence among university students and faculty. By providing a comprehensive analysis of current research, this review highlights the importance of understanding global competence in higher education and its potential impact on students and faculty in an increasingly interconnected world.

Purpose: Credit mobility has been acknowledged not only to broaden personal and intellectual horizons but also to have positive effects on the skills development and employability of undergraduate students. Academics, policymakers and organizations representing the labour market have presented a broad number of skills-related explorations proposing different frameworks to help develop students' skills. However, the identification of explicit skills is still a difficult endeavour. This study aims to revise main conceptual skills frameworks applicable in the European higher education area (EHEA), determine the skills relevant in European credit mobility and categorize skills among the examined schemes in order to create a normative model of the skills students should obtain in exchange programmes. Design/methodology/approach: The approach used to identify related literature was a search in three main databases such as Scopus, Web of Science and Google Scholar for scientific and relevant articles after 1990 using the following combination of keywords: 'skill frameworks' AND 'higher education' OR 'skill frameworks' AND 'mobility exchange programs'. It produced 391 articles but only 32 deal with skill frameworks in European higher education. After the review of these existing literature (summaries, tables and conclusions), we found out that most articles focused on specific skills (transferable, employable, etc.) in the EHEA, but merely 16 academic publications offered a complete depiction of skills frameworks applicable in credit mobility programs. Most current accounts about skills outlines, specifically the ones related to employability, come from grey literature, namely comprehensive records and reports.

A highly globally competent teacher can nurture and shape students with noble values, appreciate and be open to cultural diversity, understand multiple perspectives, and be able to communicate and collaborate with individuals from different backgrounds to ensure global sustainability. Discussions on global competency using SCORE analysis are rarely held. Therefore, this concept paper aims to discuss strategy-based assessment in developing teachers' global competency in Malaysia using the SCORE analysis, which includes the elements of Strength, Challenges, Options, Responses, and Effectiveness. The study results show that teachers' global competency development has high potential if effective strategies are properly organized. The benefits extend beyond the country's education sector, positively impacting stakeholders and external parties due to its significant business value. The limitations of this concept paper can be addressed by using other models such as SWOT, NOISE, or SOAR as analysis models. This concept paper implies that it enriches the literature by offering a systematic analytical framework to evaluate and enhance global competency in education, adds a strategic dimension to research on teachers' global competency, helps to understand how teachers can build capacity more structurally and focused, and provides clear guidance for teachers and administrators in identifying strengths, addressing challenges, and implementing effective actions to enhance the effectiveness of education programs in schools. A recommendation for future research is to evaluate how strategic approaches such as SCORE help teachers identify strengths and challenges in global education, explore action options, and assess their effectiveness in enhancing global competency.

Global competence as a learning objective is increasingly required by different educational institutions. Assessing this competence is a challenge due to its complexity and valid instruments are needed. As there are no instruments in Spanish to assess this competence in higher education, this study was designed to adapt and validate a scale on global competence within the Spanish context. The sample included 736 participants, 358 in-service teachers and 378 trainee teachers. The results of the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) supported a one-factor structure that differs from the original model. The one-factor model achieves a good fit once one item related to intercultural communication is removed. The CFA shows that the 8-item scale attains sufficient goodness-of-fit and good reliability, although the 7-item model achieves better goodness-of-fit while maintaining good reliability. Finally, the results of the Multigroup Confirmatory Factor Analysis (MCFA) supported the configurational and metric invariance of the measurement model according to gender. External validity confirms the correlation between global competence and the values of universalism and benevolence (Transcendence). It is concluded that the 7-item global competence scale presents adequate psychometric properties and good reliability for measuring global competence in higher education. Future studies could explore the improvement of the intercultural communication dimension of this scale in the Spanish version. La competencia global como objetivo de aprendizaje es cada vez más requerida por distintas instituciones educativas. Evaluar esta competencia supone un reto por su complejidad y para ello se necesitan instrumentos válidos. Al no encontrar instrumentos en castellano que permitan evaluar esta competencia en educación superior se diseña este estudio que se centra en adaptar y validar una escala sobre Competencia Global al contexto español. La muestra incluyó 736 participantes, 358 docentes en servicio y 378 docentes en formación. Los resultados del análisis factorial exploratorio (AFE) y confirmatorio (AFC) apoyaron la estructura de un factor que difiere del modelo original. El modelo de un factor alcanza un buen ajuste una vez eliminado un ítem relacionado con la comunicación intercultural. El AFC muestra que la escala de 8 ítems alcanza una bondad de ajuste suficiente y una fiabilidad correcta, aunque el modelo con 7 ítems alcanza mejor bondad de ajuste manteniendo una buena fiabilidad. Finalmente, los resultados del análisis factorial confirmatorio multigrupo (AFCM) apoyaron la invarianza configuracional y métrica del modelo de medida según sexo. La validez externa confirma la correlación entre la competencia global y los valores de universalismo y benevolencia (Transcendencia). Se concluye que la escala de 7 ítems de Competencia Global presenta adecuadas propiedades psicométricas y buena fiabilidad para medir la Competencia Global en educación superior. Futuros estudios podrían explorar la mejora de la dimensión de comunicación intercultural de esta escala en la versión en castellano.

The rapid development of technological advances and increased cross-border labor mobility have brought about complex challenges and significant changes over the last several decades. Global competence is considered by many organizations and educational practitioners as one of the essential skills and abilities required for young adults to live and work intellectually and cooperatively in today's globalized and intercultural world. Further, students' global competence is often applied as the criteria to evaluate the effectiveness of internationalization of higher education institutions. A number of scholars have well-documented how various internationalization activities contribute to the development of undergraduates' global competence. Although some Chinese researchers have conducted empirical studies to assess students' global competence in the context of Chinese higher education, there are few studies focusing on private university students. In an effort to help fill in this knowledge gap and enhance the diversity of participants in empirical studies, I present through this study an investigation of global competence of undergraduates at Chinese private universities and the effects of internationalization activities on students' global competence. In this study, I also examined the effects of demographics on students' global competence. I created an online survey and collected 873 participants' demographic information, internationalization experiences, and their self-perceived global competence. I used descriptive statistics, t test, ANOVA, and MANOVA to analyze the responses. Overall, results indicated undergraduates at Chinese private universities had a moderate global competence level. There were no significant differences among the groups regarding gender, academic levels, and GPA. Yet, students who majored in humanities and social science, came from urban areas, had overseas traveling experience, or traveled abroad for a longer time appeared to be more globally competent. Findings also revealed students participating in more internationalization activities tended to have higher global competence levels. Private postsecondary institutions are an indispensable part of Chinese higher education. I hope the policy and practical implications offered in this study can inspire administrators and practitioners at private colleges to enhance the internationalization of private higher education institutions and develop students' global competence through more creative and innovative activities.

Global competence in Japan: What do students really need?

In an increasingly interconnected world, global competence in teacher education is paramount. This qualitative study delved into the perspectives of teacher education students, exploring their insights and experiences regarding integrating global competence into educational practice. Through in-depth interviews and thematic analysis, several key themes emerged, shedding light on the multifaceted nature of global competence. Participants emphasized the necessity of understanding diverse languages, cultures, histories, and geographical landscapes, highlighting their role in fostering intercultural empathy and appreciation. Moreover, the study elucidated the challenges faced in promoting global competence within the educational system, including curriculum constraints and limited opportunities for experiential learning. However, amidst these challenges, participants identified various strategies and recommendations for enhancing global competence in teacher education. These recommendations included integrating cross-cultural content into the curriculum, providing experiential learning opportunities, investing in professional development for educators, and fostering partnerships with international educational institutions. By addressing these recommendations, educators and policymakers could pave the way for a more inclusive and globally-minded educational system, equipping students with the skills and knowledge necessary to thrive in an interconnected world.

In today’s interconnected world, students must do more than just respect other cultures; they must also grasp global issues to become truly globally competent. This study explored students’ perspectives on the “why” and “how” of promoting global competence. Utilizing a descriptive qualitative approach, five themes were discovered through analysis of primary and secondary data sources, including virtual interview transcripts of 13 class leaders in the Purposive Communication course, essays, reports, and journals. Three themes emerged concerning the “why” of promoting global competence: gateway to career opportunities, inspiring a sense of social responsibility, and nurturing intercultural relationships. As for the “how,” two themes surfaced: the use of technology-infused strategies (TIS) and non-digital methods (NDM). These themes comprehensively addressed the three core aspects of global competence: knowledge, skills, and attitudes. The findings of this study can provide the basis for integrating global competence into the General Education Curriculum’s course objectives or outcomes. Additionally, they offer valuable insights for creating instructional materials to enhance global competence.

IntroductionIn an increasingly global economy, the global competence of students in higher education is a critical area of importance. The purpose of the study was to explore the research on factors that influence an individual’s global competence in both international and Chinese contexts.MethodsUnder the umbrella of cultural capital theory and Internationalization, a systematic literature review analyzed and synthesized the empirical studies of global competence from 2013 to 2022.ResultsThis research revealed that students with higher cultural capital backgrounds obtain more educational opportunities and further exhibit better global competence achievement. Internationalization abroad is a direct and practical pedagogy for global competence acquisition, reflected in student and faculty mobility. Internationalization opportunities in an individual’s home country catalyze global competence.ConclusionThese results highlight that students who have a lower capital background or few opportunities for mobility can reap the potential benefits of global competence attainment through involvement in domestic educational activities.

Purpose Global competence (GC) is becoming an increasingly important requirement for graduates of higher education (HE) institutions, as it helps them to be better prepared in overcoming the challenges and complexities of an interconnected world. As this requirement becomes more prevalent, this study aims to address the challenges of GC education within HE settings by proposing a conceptual framework that integrates design thinking (DT) with interdisciplinary learning (IL). This effort seeks to bridge existing opportunities within the literature and inculcate inclusive and scalable pedagogical strategies. Design/methodology/approach An integrative literature review (ILR) of 59 peer-reviewed studies was conducted based on existing literature related to GC, IL and DT. The framework is grounded in two established educational theories: the Intercultural Competence Model and Constructivist Learning Theory, given their alignment with the promotion of empathy, collaboration and creativity within DT. Findings The review confirms that while IL enhances GC, significant barriers persist in curriculum integration and effective assessment. To address this challenge, DT offers a practical and iterative methodology to support IL by fostering empathy, collaboration and experiential learning. The proposed “Integrative Framework of Design Thinking for Interdisciplinary Global Competence” aligns each stage of the DT process (i.e. empathise, define, ideate, prototype, test) with the developmental components of GC. Originality/value This study offers a framework that positions DT as both a pedagogical method and strategic approach for advancing interdisciplinary GC across all levels of the HE ecosystem (i.e. module design, curriculum structure, institutional policy). This proposal is intended for further empirical examination, as its conceptual and non-empirical nature is duly acknowledged.

The pursuit of global competence (GC) is heavily promoted as part of university education in Japan, where the government exhorts universities to equip graduates with skills that will enable them to function as global citizens. Foreign language (FL) educators are often expected to cultivate these globally competent individuals. However, there is little consensus on what GC actually is, and limited evidence that existing models of GC are actually applicable in the Japanese context. This study used a qualitative survey targeting professionals, researchers, university teachers and students to determine the attributes that are seen to comprise GC, and the challenges faced in achieving GC in the Japanese context. Findings highlighted the primacy of FL communication skills, as well as openness, extraversion, emotional stability, and a willingness to engage. To overcome challenges to the achievement of these attributes, we suggest that FL educators need to tap into learners’ individual identities and aspirations, rather than pursuing generic and decontextualized approaches to the development of GC.

The article deals with global competencies, understood in academic and policy discussions as a set of knowledge, skills, attitudes and values crucial for successful personal and professional life in a globalized world. It examines the PISA 2018 results, which show that students in Slovenia self-assessed their global competencies below the OECD average. It addresses the scientifically relevant questions of whether, how and why students in Slovenia in general and vocational upper-secondary programmes (do not) report the same level of global competencies. The results show that students in vocational education programmes in comparison to students in general education programmes report significantly lower global competencies but significantly higher learning opportunities on global issues at school. The results, which show that in Slovenia students with lower socioeconomic status are mainly involved in vocational education programmes and that opportunities for acquiring global competencies in school are not significantly related to the self-reported global competencies (awareness of global issues), question the compensating role of school in the acquisition of global competencies by students.

With the development of globalization and digital technology, students' ability to live in an interconnected world has attracted more and more attention. Global competence has gradually become an important indicator to evaluate students' development. Western countries took the lead in the study of global competence, followed by China. Starting from learning from the ideas of other countries, China has gradually transitioned to the construction of global competence education with Chinese characteristics and generally shows a catch-up trend. So based on PISA Global Competence Framework, this paper aims to interpret what is global competence, how to develop students' global competence in the process of Chinese school practices, and how to assess students’ global competence based on PISA 2018 Global Competence Framework. In this way, it can further deepen the research and development of global competence.

The OECD has shifted toward global competence assessment to promote education focused on an inclusive and sustainable world, thus protecting human dignity as outlined in the Universal Declaration of Human Rights. Teacher education programs should incorporate global competence into curriculum designs, and music teacher education is no exception. This study aims to evaluate the suitability of a set of cross-cutting competencies for music education oriented toward global competence and human rights education. The research method used is a proof-of-concept, as the set of competencies will be appraised as an incipient product by academic staff members at various music teacher education programs from around Chile. The findings show the strengths of cross-cutting competencies, pertaining mostly to an intertwining of elements of disciplinarity, teaching, and research related to music and its education. Some weaknesses were also identified, including the high number of cross-cutting competencies proposed. The set has been validated by experts, allowing for its continued refinement and empirical application in other contexts linked to music teacher education.

The chapter focuses on the increasing cross-sectoral competition for public resources between various types of public sector institutions in Europe and its implications for future public funding for both higher education and academic research. It views the major models of the institution of the modern (Continental) university and the major types of the modern institution of the state, and of the welfare state in particular, as traditionally closely linked (following Becher and Kogan, 1992; Kogan and Hanney, 2000; Kogan et al., 2000). Historically, in the postwar period in Europe, the unprecedented growth of welfare states and state-funded public services was paralleled by the unprecedented growth of public universities. The massification of higher education in Europe coincided with the growth of the welfare state in general. We are witnessing massification processes in higher education and far-reaching restructuring processes of welfare states. The major implication is the fierce competition for public resources, studied in this chapter from a cross-sectoral perspective, in which the future levels of public funding for higher education in tax-based European systems are highly dependent on social attitudes toward what higher education brings to society and the economy, relative to what other claimants to the public purse can bring to them.