Global Competencies Research Articles

Students as Co-Creators of Interdisciplinary Tourism Content: A Strategy to Help Prepare Creative, Problem-solving, Research Savvy, and Globally-Competent Hospitality Employees

ABSTRACT Tourism is intrinsically interdisciplinary and draws elements from numerous academic fields, but only a small number of foundational disciplines are formally presented to students in undergraduate hospitality and tourism textbooks, namely, introduction to tourism or hospitality, accounting/finance, operations, and marketing. This research explored the effectiveness of broadening the range of disciplines to which students are exposed through the use of a unique final project. Seventy-six students across three academic years were assigned a lesser-covered academic discipline, such as Music or Astronomy, and instructed to explore the intersection of this discipline with tourism to create original in-class presentations. As co-creators of classroom content, students developed and improved their self-directed learning and research skills, multidimensional knowledge and global competency. Results verify the potential of this pedagogical method, one that can easily be adopted and adapted to refocus student efforts on revealing niche tourism amenities in any country or culture.

Local Mandate, Global Market: How Canadian Colleges Discuss International Students

ABSTRACT Although the number of international students in Canadian colleges has been increasing rapidly, colleges’ internationalization activities have received less attention than those of universities. This article examined how Canadian colleges discuss international students in their official internationalization strategy documents. Conducting critical content analysis of the internationalization strategies of 11 colleges from five provinces in Canada, we found that internationalization strategies focus on four major themes: recruitment, student services, intercultural awareness and post-graduation transitions. We drew on concepts from both resource dependency theory and neo-institutional theory to explain the combination of both revenue generation and commitments to diversity as key themes in the documents. Ultimately, we argue that colleges justify their focus on international student recruitment by framing international students as promoting the development of intercultural awareness and global competences of domestic students, which are framed as increasingly necessary for their labor market success. Meanwhile, the aspirations and goals of international students themselves seem to be an after-thought. We conclude with a call to center the goals of international students as a starting point for creating more responsive institutions.

Effects of Online Problem-Based Learning to Increase Global Competencies for First-Year Undergraduate Students Majoring in Science and Engineering in Japan

The purpose of this paper is to assess learning outcomes and the process of developing skill sets of online problem-based learning (PBL) for students majoring in science and engineering at a technical university in Japan. PBL course for first-year undergraduate students was organized with international students as teaching assistants (TAs) to find issues and solutions of the target countries. Due to the effects of COVID-19, the course was completely shifted online in the 2020 academic year. Topics selected by group members were all in line with sustainable development goals (SDGs). Three skill sets to be developed through this PBL course are global awareness, problem-solving and finding, and multicultural communication and understanding. A series of analyses on text mining and content analysis was conducted of essays and reports submitted by students registered for the course. This paper summarizes the structure and pedagogy of the course, research methods, research results and reasons for findings. Research results indicated that all three skill sets were well developed in students through this online PBL course by conducting a study of selected countries with group members, carefully listening to other groups’ presentations in the class, conducting data analysis and online interviews, and communicating with TAs in English. Based on the findings, efforts to maintain quality education in conducting online PBL are also discussed.

Global Competence and Foreign Language Education in Japan

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 incarnation of global citizenship education in an Algerian secondary education textbook

This research examines the extent to which the Algerian secondary education textbook represents the ideals of global citizenship education. It targets the textbook coverage of GCE themes, and if the tasks’ objectives tackled global citizenship competency respectively. The present study is built on content analysis in which second-year English language textbooks are scanned. The study employs a combination of Sharma’s framework for value-creating global citizenship education and UNESCO’s (2015) framework. It also relies on the PISA framework for the evaluation of global competency. The findings indicate that this textbook sufficiently covers the themes of global citizenship education. However, it requires additions concerning updated trends to face climate change. The textbook activities focus on fostering the four dimensions of global citizenship education competency, with a particular emphasis on productive skills in which the pupils can have their approach to current global issues. Keywords: Algerian Textbook; EFL; Global citizenship; Global competency; Secondary education.

Engineering Leadership Development: Contribution of Professional Skills to Engineering Undergraduate Students’ Leadership Self-efficacy

<p style="text-align:justify">Corresponding to industry trends and changes in engineering education accreditation criteria, non-technical professional skills training is now seen as central to baccalaureate engineering education. Beyond simply developing good managers in the engineering fields, engineering educators have adopted a goal to prepare engineering students to be leaders who can provide vision to their organizations with strong ethical standards. This study investigated engineering undergraduate students’ leadership efficacy development associated with such professional skills as self-awareness, global competence, ethical awareness, creativity, and teamwork skills. Responding to an online survey, 247 engineering undergraduates who were enrolled in an engineering leadership course participated in this study. Results of this study indicated that there are positive associations among the five professional skills (e.g., self-awareness, ethical awareness, global competency, creativity, and teamwork skills), and engineering leadership self-efficacy for engineering undergraduate students. The five professional skills (self-awareness, ethical awareness, global competency, creativity, and teamwork skills) predicted 54% of the overall variance of engineering leadership self-efficacy.</p>

Citizenship types, social media use and speaking a foreign language as predictors of global competence

One of the main roles of schooling is equipping students with civic values and preparing them for participation in democratic societies. However, what should be taught and what kind of citizenship should be promoted are core issues in civic education, especially in the time of globalization. As several researchers stated, what kind of citizens we want to nurture and what kind of school curricula will best promote it are contentious topics among educators and policy-makers. The purpose of this article is to examine the influence of speaking a foreign language, social media use and types of citizenship on global competence. The correlational survey model was applied for the study. The participants were selected through cluster random sampling during the 2018–19 academic year. This study was implemented with 425 high-school students in Turkey. The author used the Global Citizenship Scale and ‘What Kind of Citizen’ survey. The findings showed that the number of social networks that participants engaged in was positively related to global competence. A positive attitude towards participatory citizenship was also associated with global competence. Multiple regression was conducted to determine the best linear combination of speaking a foreign language, social media use, and attitude towards participatory citizenship for predicting global competence. Test results showed that the combination of these variables significantly predicted global competence.

Global competence in PISA 2018: deconstruction of the measure

ABSTRACT Programme for International Student Assessment (PISA) results have become synonymous with quality benchmarking, determining standards and comparing performance among 15-year-old students in countries around the globe. Concern, however, exists with the utility and consequential validity of the newest measure to the suite of the OECD’s PISA tests: its global competence measure. This study continues our examination of the global competence measure by deconstructing how the OECD frames it within the first global competence rankings, which are based on PISA 2018 data. Our study uses Derrida’s technique of deconstructing texts to critique the five specific claims that the OECD used to underpin the importance of its measures in PISA- policy orientation, innovative concept of literacy, relevance to lifelong learning, regularity, and breadth of coverage. Our analysis exposes the measure’s silences, unquestioned assumptions and inconsistencies. The aporia evident in the text is of concern for educational policy makers around the globe as it perpetuates global messaging that reinforces dominant discourses and continues to ignore contextual differences. We call for continued critique of the global competence measure and recommend that hyperbole be replaced by contextualisation of any differences it might detect.

The Influence of Technology on English Language Communication: Implications for Language Education

In an interconnected and technologically driven world, the role of technology in reshaping language communication and education assumes paramount importance. This paper delves into the multifaceted influence of technology on English language communication, unveiling its transformative potential in language education. The proliferation of digital devices and internet connectivity has ushered in an era of enhanced accessibility to English language resources, empowering learners to engage in self-paced, personalized language learning experiences. Interactive learning environments, characterized by gamified language lessons and real-time communication tools, redefine language education, fostering learner engagement and motivation. Furthermore, technology facilitates global connectivity, enabling cross-cultural communication and preparing learners for international interactions. However, alongside these opportunities, challenges in digital literacy emerge, emphasizing the need for learners to navigate the digital landscape discerningly. This paper provides an in-depth exploration of these findings and their implications. Recommendations for language educators emphasize the holistic integration of technology, the empowerment of learners with digital literacy skills, and the development of global communication competencies. Policymakers are encouraged to prioritize global competence, support professional development, and foster adaptability in language education. As technology continues to evolve, this study guides the ongoing dialogue within the field of language education, illuminating the path towards effective language instruction in the digital age. It underscores the need for adaptability, innovation, and a keen focus on equipping learners with the skills and knowledge needed to thrive in a digitally connected and globalized society.

Peran IAHN-TP Palangka Raya Dalam Melestarikan Identitas Kultural Penganut Hindu Kaharingan Di Kalimantan Tengah

Previous research on Kaharingan has written more about various rituals and the integration of Kaharingan with Hinduism. While this paper aims to describe the role of Hindu Universities which have the responsibility to build and improve the quality of Hindu human resourches who have global competence. But still not uprooted from its cultural roots, one way is by participating in caring for and preserving the teachings of local wisdom. Where this lokal wisdom also has profitable potential. This descriptive-qualitative research uses a phenomenological approach to cultural adaptatioan and receptioan theory. The result of the studi showed that the Hindu Institute of Tampung Penyang Palangka Raya state as the Hindu religios College in Kalimantan applies a global minded education pattern to answer the demans of globalization and Hindu educatioan based on local wisdom Kaharingan as identity or cultural identity. The application of this local wisdom based education in the form of local wisdom courses such as Tawur, Tandak, Acara Agama Hindu Kaharingan, Panaturan, Bahasa Sangiang, Bahasa Daerah, Teologi Hindu Kaharingan and other Kaharingan local wisdom courses. Universities have roles and responsibility to mentain local wisdom as the identity of a community, so that Hindu human resource are competitive in facing the challenges of globalization, but are still not uprooted from their cultural roots.

An Online International Collaborative Learning Program During the COVID-19 Pandemic for Nursing Students: Mixed Methods Study.

BackgroundGiven the limitations imposed by the COVID-19 pandemic, a better understanding of how nursing programs around the globe have implemented distance education methods and related initiatives to provide international collaborative learning opportunities as well as complementary aspects of practical education would be constructive for nursing students. It is expected that international collaboratives through web-based communication will continue to be increasingly utilized after the pandemic; therefore, it is time to discuss the effects and direction of these developments.ObjectiveWe aimed to examine the impact of an online international collaborative learning program on prelicensure nursing students’ international and global competencies in South Korea.MethodsWe conducted a mixed methods study (web-based surveys and focus group interviews). A total of 15 students participated in the study. The surveys were used to examine changes in participants’ global leadership competencies, and the focus group interviews were used to evaluate the program’s effectiveness and to identify opportunities for improvement. The online international collaborative program consisted of 7 synchronous web-based classroom sessions. Each session ran for 60 to 90 minutes. Faculty experts and nurses working in the United States discussed various topics with students, such as nursing education in the United States and evidence-based teaching and learning. The students gave presentations on the South Korean nursing education system. Data were analyzed with descriptive statistics, the Mann-Whitney U test, and content analysis methods.ResultsParticipants reported improvement in their global leadership competencies. Four main categories emerged from analysis of the focus interviews: (1) realistic applicability, (2) clarification, (3) expansion of perspectives, and (4) initiative.ConclusionsThe online international collaborative learning program had a positive impact on the development of students’ international competencies. The findings support the further development of international exchange programs through web-based meetings in the postpandemic era.

Competence-Based Readiness of Future Teachers to Professional Activity in Educational Institutions

The purpose of the scientific treatise is to investigate and intensify competence-based readiness of future teachers to professional activities in educational institutions, namely, the interrelated competencies of leaders’ communication competence (LCC) and communication components of global competence (GC). To do this, jigsaw activities & opinion sharing methods were applied to the educational environment of the students of the experimental group. In the process of achieving the goal of research the following methods were used: qualitative-quantitative and contrastive-comparative analysis of the obtained experimental data, statistical-mathematical interpretation of empirical data and their functional analysis, ascertaining experiment method and educational experiment method. The results of the educational experiment prove that on average the representatives of the experimental group managed to score 11.9 points more (9.6%) in accordance with the developed diagnostic paradigm of advanced communicative traits of modern teacher. The improvement of communicative competencies in the behaviour component was the most noticeable within the communication components of GC. The result is 10.0% higher in the experimental group, especially regarding the Skills component both within the LCC (10.3% higher in the experimental group) and within the communication components of GC (the difference here was 17.5%). The applied methods confirmed the positive effect on the development of vocationally orientated communicative competencies of student teachers.

Global competence and teacher education programmes. A European perspective

Global competence is an increasingly important disposition for today’s society. Prospective teachers will have to be able to teach effectively in multicultural classrooms as well as develop dispositions of global competence in their future students. This pilot study was aimed at investigating what aspects of global competence should be integrated into initial teacher education programmes. Twenty-four teacher educators from fifteen European countries were involved in a qualitative study to underscore the topics, the contexts, the actors and the methodologies that can support the integration of global competence into programmes for preservice teachers. The findings indicate that global competence is a multidimensional concept associated with aspects directly related with the teaching profession such as cooperation, inclusion, social engagement, multicultural dialogue. The results also identify the methods and the contexts for an educational pathway for preservice teachers where the idea of global competence can emerge more easily.

Utopia as method: a response to education in crisis?

ABSTRACT Claims of crisis in education are not new though their orientation has changed over time. This paper is concerned with the contemporary discourse surrounding an apparent global learning crisis, examining the dominant logics through which education and its concomitant crises are imagined and operationalized. In this conceptual essay, we take “crisis” as representing both challenges faced by society and as an opportunity to interrupt the current order. We suggest that a key crisis facing education currently is not a learning crisis, but the dominant evidence-based approach and “what works” logic. In response, we argue for utilizing Levitas’ utopia as method as a way for educational researchers and practitioners to engage in imagining alternative futures. The method involves excavation of conditions that have resulted in the current moment, critical questioning of being for both humans and the institutions we construct, and imagining alternative ways of being and doing education. We illustrate briefly how the method can be used in applying it to an analysis of the OECD’s Global Competency Framework. This method is not presented as a solution, but as a crisis response that is imaginative and attempts to create possibilities and spaces of hope.

НЕПЕРЕРВНА ОСВІТА ЯК УМОВА ФОРМУВАННЯ ЛЮДСЬКОГО КАПІТАЛУ В ІННОВАЦІЙНІЙ ЕКОНОМІЦІ

Abstract. The article offers a scientific understanding of continuous education as a condition for the formation and development of human capital in the innovative economy of Ukraine. The purpose of the study is to substantiate theoretical aspects of the continuous education as a condition for the formation and development of human capital in the innovative economy of Ukraine. Methods. To achieve the goal, general scientific methods were used: analysis, synthesis, comparison, specification, generalization, content analysis. Research results. Based on the terminological analysis of normative and legislative documents, encyclopedic editions, interpretive works, the main approaches to the concepts of ″human capital″ and ″continuing education″ are outlined. It was established that human capital is the main asset of the state, which must be developed in the conditions of digitalization of the economy of Ukraine. Based on the analysis of strategic documents and theoretical studies, it was established that human resources in the digital economy for their transformation into human capital should acquire such characteristics as: quality of digital education, acquisition of digital economy competencies, soft-skills, global competence, etc. The role of continuous education for maintaining the current level of professional knowledge and skills, expanding the range of personal competencies has been updated. The characteristics of the university as the main component of the continuous education system are highlighted: provision of educational services to students of different levels of education, the possibility of professional development in the conditions of formal and informal education, involvement of citizens of different age groups and vulnerable groups in education. The key role of modern universities in the digitalization of Ukraine's economy is characterized thanks to the use of a management system based on big data, the active use of digital educational technologies, the formation of individual educational trajectories of higher education seekers and integration with the digital economy of Ukraine. The scientific novelty of the obtained results lies in the fact that the digital transformation of the economy changes the very essence of human capital and causes a broader view of a person as a representative of society, and not only as a carrier of a set of knowledge, values, experience, abilities and skills. Key words: human development; lifelong education; economy of Ukraine; digital transformation; human capital assets; university knowledge society; personality; higher education.

The effect of in-class and one-on-one video feedback on EFL learners’ English public speaking competency and anxiety

Video feedback (VF) is a useful learning technique in acquiring public speaking skills due to its capacity to retain both verbal and non-verbal elements of multimodal communication. Previous research has focused on video self-critique, peer VF, online feedback, or one-on-one VF in the first language (L1) context and has yielded varied results regarding the impact of VF on public speaking competence and anxiety. Therefore, this quasi-experimental classroom-based study compared the impact of the one-on-one VF and in-class VF on public speaking competency and anxiety of learners of English as a Foreign Language (EFL). Three intact university-level English classes in China (n = 74) were assigned to the three conditions (in-class VF, one-on-one VF, and verbal feedback). Data on students’ speaking competence were validated using many-facet Rasch measurement (MFRM). Subsequent gain score analysis and ANCOVA showed that in-class VF significantly improved students’ delivery skill and global competence and reduced their speaking anxiety compared with the verbal feedback group. It is proposed that in-class VF be employed as an instructional procedure to help EFL learners improve their public speaking skills and reduce their public speaking anxiety, particularly in the teaching context of a large class size together with comparatively limited logistic and teaching resources.

Model of global responsibility formation among students

The article discusses the need for the formation of global responsibility among students as a factor of successful adaptation in the conditions of uncertainty and constant challenges of global society. Moreover, global responsibility is considered to be the basic element of sustainable development. A retrospective analysis of the concept of global responsibility is given. The evolution of the scale of responsibility from personal to global is shown. The authors represent the model of global responsibility formation among students. It is believed that global responsibility as a pedagogical problem should be considered within the framework of theory of global competence.

ВЛИЯНИЕ АКАДЕМИЧЕСКОЙ МОБИЛЬНОСТИ НА ФОРМИРОВАНИЕ ГЛОБАЛЬНОЙ КОМПЕТЕНТНОСТИ СОВРЕМЕННЫХ ОБУЧАЮЩИХСЯ

Introduction. The paper considers the issue of building global competence of modern students through their participation in academic mobility programs. Methods and materials. The paper presents the results of the research carried out at the National Research Tomsk State University. The research aimed to identify the specific features of students’ participation in academic mobility programs designed to build global competence. The literature review focused on the intercultural interaction in the course of professional and personal activities of students, the clarification of the basic concepts, and establishment of the research conceptual framework. The research outcomes. The specific features of building global competence of modern university students were updated. On this basis, certain organizational opportunities of the academic mobility for building global competence were justified for modern educational practices. Conclusion. The views of Russian and foreign scientists on the issue of building the global competence which contributes to the organization of productive intercultural joint activities are considered and analyzed. The paper also presents the findings of an empirical study.

International Organizations of Global Competence in Banking and Related Legal Relations

International Organizations of Global Competence in Banking and Related Legal Relations

Training of future geography teachers to form global competencies among school students

Training of future geography teachers to form global competencies among school students