Global Competencies Research Articles

ACTUAL PROBLEMS OF TEACHING THE "GLOBAL COMPETENCE"COURSE AT SCHOOL

The article summarizes and substantiates the effectiveness and main features of teaching the selection course "Global competence" in a modern secondary school, actual problems of educating students in accordance with modern processes.Currently, with the conditions for the transition of developed countries of the world to a market economy, the implementation of transformations and effective methods in all sectors in accordance with modern requirements, the development of optimized and affordable innovative technologies, computerization of industrial sectors, and the reform of the education system in accordance with international standards are being established.In accordance with the requirements of modern education, the purpose of certain subjects conducted in secondary schools is the widespread use of updated methods and Information Technologies, among the tasks are the improvement of students knowledge, skills, business skills, and the development of important qualities.In general, the formation of global competencies of the individual in the secondary education system is one of the most urgent andurgent problems. Along with the country's entry into a market economy, the problems of the competence of teachers and teachers in the field of education, the global competitiveness of students were reflected and formulated in the addresses and important regulatory documents dedicated to the future of the country. At the moment, although the selection course "Global competence" has been introduced in the general secondary education system, there are still enough theoretical and practical issues here.To conclude, the author concludes that the course "Global competence"gives results in the currently purposefully organized educational process.

Global Competence and Sustainable Development in Teacher Training: Preparing for a Changing World

Abstract This cross-cultural study examines the inclusion of global competences (GCs) in the curriculum of teacher education programs across three Baltic Sea countries: Latvia, Lithuania, and Poland. Using van den Akker’s (2003) substantive approach to curriculum analysis, the researchers analyzed official documents and course descriptions of Daugavpils University (Latvia), Vilnius University Šiauliai Academy (Lithuania), and Jan Kochanowski University of Kielce (Poland). Employing Rapley’s (2007) document analysis method, the study focused on both explicit content and implicit gaps to assess how well GCs are integrated into teacher training programs for primary and preschool education. The research involved a detailed examination of 262 syllabi, comprising 63 from Latvia, 61 from Lithuania, and 138 from Poland. The researchers used a template based on the PISA 2018 Global Competence Framework to identify which competences and sub-competences were included in the syllabi. The study aimed to answer the question: How are all the dimensions of global competences included in the syllabi of courses taught at the primary and preschool education levels in three Baltic Sea countries? The findings reveal that the Lithuanian curriculum includes the most GC-focused courses (92 courses, 276 ECTS), followed by Poland (44 courses, 99 ECTS), and Latvia (30 courses, 161 ECTS). The analysis was conducted in four steps: comparing the total number of courses and ECTS credits, ranking the development level of each GC dimension, characterizing the development of each dimension, and analyzing the general approach towards incorporating GCs into the curricula. The results indicate a significant variation in how GCs are integrated across the three countries, with Lithuania demonstrating the most comprehensive incorporation. The study highlights the need for a more sustainable, systematic and consistent inclusion of global competences in teacher education to better prepare educators for a globalized world.

Interactive learning spaces: the challenges and prospects of internationalizing medical education / Espacios de aprendizaje interactivo: dificultades y perspectivas de la internacionalización de la educación médica

The research aims to develop the structure of a streaming platform for conducting webinars for medical students studying at universities in China and abroad. The paper’s authors developed the plan and structure of the ChinaInterMed website with video materials and conducted a survey involving 17 rectors of universities in Beijing. Because of the survey, the authors determined that there were topics on international health systems in the curricula of the medical faculties of all 17 universities under study, courses in English in 10 universities (70.6%), topics on tropical diseases in 16 universities (94.1%) and seminars and practical classes with patients from different cultures in eight universities (47.1%). The results of the study will facilitate the use and integration of ICT in educational institutions, teaching medical students from an international point of view, raising general awareness of international communication, promoting equality in education, creating an effective institutional mechanism for internationalization, increasing the global competence of students, developing seminars, symposiums and workshops, and bringing international aspects to teaching and research work.

Youth netizens as global citizens: digital citizenship and global competence among undergraduate students

Youth netizens as global citizens: digital citizenship and global competence among undergraduate students

Influences of cultural capital and internationalization on global competence in higher education: a systematic literature review

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.

Exploring and Developing Postgraduate Students’ Global Competence in the New Era

Exploring and Developing Postgraduate Students’ Global Competence in the New Era

Empowering children as active and responsible citizens: A dramatic journey towards global citizenship

AbstractThis article investigates three key moments from a sequence of learning facilitated within a Singapore preschool. Delivered as part of a wider study aimed at identifying the value of dramatic pedagogies for developing young children's global competence, the learning sequence was facilitated by the researcher—an experienced early childhood drama educator. The learning experiences were designed to be responsive to the children's interests and ideas, with an emphasis on ensuring their active participation and agency. Analysis of the data was supported using the 2018 Organisation for Economic Co‐operation and Development Global Competence Framework and the Elements of Drama model. Despite limitations such as the small sample size, the findings suggest that for these children, dramatic pedagogies were effective in providing opportunities for engagement with the complex ideas associated with global competence and sustainable development. However, analysis also reveals that in order to be effective, careful management of the elements of drama is required. The article concludes by outlining implications for educators and public policy‐makers interested in identifying pedagogies suitable for developing young children's global competence and supporting their awareness of the importance of sustainable development.

An ethical foundation of global competence and its educational implications

ABSTRACT This paper proposes an ethical foundation of global competence and highlights its educational implications by critiquing the conception promoted by the Organisation for Economic and Co-operation and Development (OECD). It is contended that OECD’s formulation of global competence presupposes neo-liberal ideas and pays insufficient attention to ethical concerns, especially those originating from the Global South. Drawing upon Confucian thought, it is argued that Confucius predicates global competence upon an ethical way of being that revolves around who we are and how we are connected to others in the world. The normative basis of global competence are ren (humanity) and shu (empathy) that advance the collective good of all human beings. As for educational implications, Confucian perspectives foreground the dispositional and moral aspects of global competence, as well as the importance of social justice education. Such a construct guides and motivates globally competent individuals to balance critical thinking and empathic concern.

How Does Global Competency Look Like in Malaysian Teachers? Issues and Suggestions

How Does Global Competency Look Like in Malaysian Teachers? Issues and Suggestions

랜덤 포레스트를 활용한 글로벌 역량의 결정 요인으로서 글로벌 역량 관련 성향 요인 탐색 - PISA 2018의 5개국 결과 비교를 중심으로 -

This study investigated the disposition variables that influence global competence within the framework of the PISA 2018 Global Competence Assessment. It aims identify key factors based on their ranking of importance, compare these factors across different countries, and draw educational implications to enhance global competence in Korea. To achieve these goals, we selected five of the 27 countries participating in the PISA 2018 Global Competence Assessment. This study analyzed ten plausible values of global competence and disposition factors using a machine learning technique, specifically the random forest model. Consequently, the ranking of these ten key variables was assessed by country, and the characteristics of these variables as well as the disparities between countries were examined. Additionally, this study delves into the implications of global-citizenship education in Korea.

A Study of the International Students’ Global Competency Impacts on their Employability Perception: Education Tourism Perspective

A Study of the International Students’ Global Competency Impacts on their Employability Perception: Education Tourism Perspective

A Study of Innovative College English Teaching Model for Global Competence

A Study of Innovative College English Teaching Model for Global Competence

Using teachers’ prior knowledge as the foundation for collaborative policy development: an Australian case study

ABSTRACT Too often international policies, such as the OECD PISA Global Competence framework, are incorporated into domestic education policies without consultation with school leaders or classrooms teachers. This “top down” approach means the educators are often obliged to implement policies they may not fully understand or have the professional learning to implement successfully. This paper draws from research that explored an alternative approach where a group of Australian school leaders and classroom teachers were provided with the opportunity to collaboratively translate the PISA Framework into a state-based, whole-school approach. The paper reports particularly on the results of a survey, undertaken prior to the commencement of this collaboration, to identify the participants’ existing conceptualizations of global competence. The survey questions and data analysis framed by Keltchermans’ Personal Interpretive Framework explored how the participants’ conceptualizations were shaped by their personal beliefs and contexts. Data gathered showed alignment between the teachers’ conceptualizations, their known pedagogical frameworks, and the Australian Curriculum, particularly the general capabilities and the cross-curriculum priority of Sustainability. This acts as a reminder of the need to ensure that policy is reflective of its context and developed from the ground up, even if it is developed in response to international initiatives.

Praktik Literasi Dalam Mewujudkan Pendidikan Yang Memerdekakan Dalam Memanusiakan Dan Berpihak Terhadap Peserta Didik

This research uses a qualitative approach and literature study to describe the role of literacy practices in learning that liberates students. The data was analyzed descriptively, showing that appropriate literacy practices can create liberating learning for students.The aim of this study is to find out new innovations from the Minister of Education and Culture, namely the Teacher Mobilization Program. This program is expected to produce transformation agents in the education ecosystem to produce students with global competence and Pancasila character. Descriptive qualitative methods were used in this study report with data sources from the oral narrative of the Indonesian Ministry of Education and Culture YouTube Channel. The results of the study explain that the Teacher Mobilization Program aims to create education that is liberating, humanizing and pro-student.

An Examination of International Engagement of School Leaders: Implications for Global Competence in Educational Leadership

An Examination of International Engagement of School Leaders: Implications for Global Competence in Educational Leadership

Perspectives on systematic capacity building in pharmaceutical regulation for regulators of medical products.

Having a robust, integrated regulatory system is important for ensuring the availability of safe and efficacious medical products of good quality and for protecting public health. However, less than 30% of countries globally have reached the required regulatory maturity level three, with low- and middle-income countries facing challenges in attracting and retaining qualified staff. World Health Organization (WHO) advocates for systematic workforce development, including competency-based education, to address these gaps. We provide perspectives on a systematic approach to capacity building of medicine regulators based on the experience and lessons learnt in developing and piloting the WHO global competency framework for medicine regulators through three scenarios. A systematic approach to capacity building, such as the human performance technology model, can be used to implement the WHO competency framework as part of organizational performance improvement while ensuring that initiatives are well-defined, targeted, and aligned with organizational goals. The competency framework can be used in different contexts, such as improving organization performance for individual regulatory authorities, strengthening regional collaborations, harmonization and reliance on medical products assessment and joint good manufacturing practices inspections of pharmaceutical manufacturers, and developing learning programs for medicine regulators. A competency-based learning approach for regulatory professionals ensures the transfer of learning to the workplace by integrating real-world practices in learning activities and assessments. Further work is required to develop and validate the assessment instruments, apply the competency framework in other contexts, expanding the learning programmes while continuously providing feedback for further refinement of the competency framework and implementation support tools.

Portraying Critical and Creative Thinking Skills of Chemistry Teachers Candidate in Biochemistry Laboratory Activity

Critical and creative thinking skills are two important aspects that must be exerted to prepare globally competent chemistry teacher candidates. Developing global competence is about how to see teaching practice using a new lens. Minimizing the role of lecturer and making students more active through experimental activities can facilitate the development of both critical and creative thinking skills. Therefore, this study aims to picture the critical and creative thinking skills of chemistry teacher candidates and their motivation in biochemistry laboratory. This case study research involved 38 students’ chemistry teacher candidates as research participants. The data was collected through curriculum document analysis, observations, interviews, and tests for measuring critical and creative thinking skills in biochemistry laboratory activities. Curriculum analysis revealed that the majority of the procedures used in biochemistry laboratories are in cookbook lab-style format. A step-by-step laboratory procedure with a dominant expository method was observed during the teaching process, which was designed to develop only critical thinking skills. The results indicate that critical and creative thinking skills in biochemistry laboratory activities are at a low level, with the average scores obtained through the tests are 45.20% and 33.80%, respectively. Students’ motivation to study in the laboratory was found at a moderate level of 68.00%, suggesting a moderate desire to learn and the satisfaction experienced in the learning process and learning outcome.
 Keywords: portraying critical, creative thinking skills, biochemistry laboratory activity

Sustainability

Business schools worldwide are integrating sustainability into their curricula, yet a gap persists in understanding students' perspectives on these courses' effectiveness in preparing for sustainability challenges. This study investigates undergraduate students' perceptions of essential sustainability skills and knowledge they learn in a business school. Through three focus group interviews with 15 undergraduates, four themes emerged: mindsets, skills, learning approaches, and global perspectives. Students expect sustainability education to enhance comprehension, workforce readiness, and life skills, emphasising technical and global competencies. They advocate for more engaging, integrated online and face-to-face learning approaches to better prepare for sustainability careers.

Sustainable maritime education: Integrating environmental science for global competence

This research investigates the integration of Urban Environmental Quality, Materials and Resource Management, and Green and Sustainable Environment within the international maritime education framework at Sekolah Tinggi Ilmu Pelayaran (STIP Jakarta/ Maritime Institute of Jakarta). The study explores cadet experiences in Nautical, Technical, and Port and Shipping Management Majors, analysing theoretical foundations, curriculum satisfaction, practical training, and the incorporation of Environmental Science elements. Utilizing a qualitative descriptive approach, data is gathered through document analysis and self-reported reflections from 100 randomly selected cadets. The findings reveal distinct dynamics across majors, indicating a strong alignment between theoretical foundations and curriculum satisfaction. However, variations exist in the emphasis on practical training and the integration of Environmental Science elements. Port and Shipping Management Majors stand out with a notable commitment to sustainability principles, while Nautical and Technical Majors show potential areas for enhancement. The implications for future research underscore the need for ongoing refinements in curricula to address the evolving demands of the maritime industry. The study contributes to the scholarly discourse on international maritime education, providing insights for academic institutions to foster environmentally conscious and globally competent maritime professionals.

Regarding the Operation of PBL Cultural Tandem Classes to Promote Global Competency

Regarding the Operation of PBL Cultural Tandem Classes to Promote Global Competency