Globally Competent Research Articles

Preparing a Globally Competent Workforce: A Mixed Methods Study of an Innovative Co-Curricular University Program

Problem Human resource development (HRD) scholars and practitioners have long sought ways to develop employees to meet the needs of globalized workplaces. However, given that many employers expect employees to possess global skills before they begin working, it is incumbent upon HRD educators in higher education contexts to develop and implement innovative programs to enrich global competence, which includes the knowledge, skills, experience, and mindset required for global work. Solution This mixed methods study describes and explores the efficacy of an innovative co-curricular program, the Global Competence Enrichment Program, designed to enhance the global competence of American and international graduate students enrolled at a higher education institution in the United States through a mutual intercultural learning process. Stakeholders Stakeholders include HRD scholars and practitioners as well as organizational leaders interested in designing and implementing HRD programs around global competence enrichment.

Hungarian EFL Students' Perspectives on Global Competence Development in a Thematic Language Course

In today’s increasingly complex world, education must equip students to become engaged, globally competent citizens, who can solve both local and global issues and are ready to face the challenges of the 21st century. The goal of global competence is to address these demands by strengthening the necessary knowledge, skills and attitudes: a globally competent student can examine issues of global significance, understand other people’s perspectives, engage in appropriate and effective interactions with people from different cultural backgrounds, and act for collective well-being and sustainable development. In this framework, this case study aims to explore how a thematic language development seminar focussing on global content can contribute to developing second-year EFL students’ global competence and its perceived effectiveness. One group of students (N=18) from a prestigious Hungarian university was involved in the study, instructed by the first author. Data was collected over the course of the Spring 2023 semester from multiple data sources: student reflections after each thematic lesson, a beginning-of-the-term feedback sheet, an end-of-the-term feedback sheet, weekly student reflections, observation notes (by the second author) and reflective journals (by the first author). The findings emerging from this qualitative inquiry suggest that the students were satisfied with the course overall and could effectively gauge which global and language skills they developed during the course. These findings imply that designing courses with dual aims is both feasible and worthwhile, and with the help of regular reflection exercises, the students can be made aware of the development of their skills, leading to increased global awareness and satisfaction with the course.

Global Competency Development for Graduate Students from the Perspective of Internationalization at Home

With the advancement of economic globalization, cultivating globally competent international talents has become a key task for domestic universities. As international exchanges gradually return to pre-pandemic levels, the post-pandemic era has introduced challenges due to reduced cross-border movement, making cross-border educational exchanges more difficult to implement. In this context, “internalization at home” becomes crucial for developing internationalized talent. It offers a cost-effective approach and is particularly important as global competence is a core quality for such talents. This study aims to review and analyze relevant practices both domestically and internationally, using specific cases from various universities to discuss global competency training programs for postgraduates and to provide recommendations for advancing internationalization in China’s higher education sector.

Becoming a Globally Competent Educator: A Self-Study of My Theoretical and Practical Understandings of Global Competency

Becoming a Globally Competent Educator: A Self-Study of My Theoretical and Practical Understandings of Global Competency

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.

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

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.

The role of "global competence" in professional competencies of Kazakhstan future educational psychologists

Relevance. The study addresses the crucial need for training globally competent educational psychologists, particularly within the context of Kazakhstan universities. As professionalism becomes vital for effective labour market inclusion, the development of global competencies in future educational psychologists is essential. Purpose. The research aims to identify the training needs of globally competent educational psychologists, and graduates of the "Pedagogy and Psychology" educational program, and to pinpoint priority areas for the development of global competencies among Kazakhstan university students in this field. Methodology. A pilot survey was conducted among students in the "Pedagogy and Psychology" program to assess their current level of global competence and gather their views on international news, cultural diversity events, and global issues discussions. Results. The survey results indicate an overly optimistic view regarding the potential to train globally competent educational psychologists. The findings underscore the necessity for highly educated and qualified specialists, aligning with state policies on optimizing the national labour market. Conclusions. The study highlights the importance of developing global competencies in educational psychologists to ensure their effective inclusion in the labour force. Training programs must focus on enhancing professionalism to meet the demands of the national labour market and support state policies on workforce development. Keywords: educational psychologist; globalization; professional competencies; global competence

Student-Centric Perspectives of the ‘Why’ and ‘How’ of Fostering Global Competence in Education

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.

Global guides: Defining teachers’ viewpoints about global food insecurity using Q methodology

As global food security concerns continue to expand, education systems are called to help produce globally competent students nimble in addressing complex issues. Secondary educators are vital in this mission of developing a globally competent workforce, and their perspectives on global issues impact how students learn about these concepts. In this study, we aimed to explain the viewpoints of a group of educators on global learning issues, specifically food security. We conducted a Q method study with 34 educators to characterize their viewpoints of priority issues related to global learning of food security. In relation to food insecurity, we identified five personas from educators’ prioritization of global food security issues: conservative conservationists, enlightened equalists, futurists, trainers and teachers, and mindful producers. The perspectives of these personas were used to further understand the educators’ perspectives of global competency of the group through the Asia Society’s (2018) model of Four Domains for Global Competence and of current international sustainability goals.

Engineers of the future: student perspectives on integrating global competence in their education

ABSTRACT Engineering curricula need to integrate global competence learning to ensure that graduates can succeed in globalised labour markets. In this context, this study examines disciplinary engineering courses, focusing on the key characteristics of globally competent educators and teaching approaches in terms of learning environments and course activities from the students’ perspective. We conducted focus group discussions with 28 students from different engineering disciplines to learn more about their perceptions and experiences. The results suggest that they felt that integrated global competence learning would require educators to demonstrate open-mindedness, a global mindset, and strong social skills. In addition, global competence teaching approaches were associated with learning environments that were described as engaging, inclusive, and student-centered, and with course activities that were related to real-world situations, included collaborative elements, and were facilitated and supported by the instructor. This study contextualises the idea of global competence in engineering education and provides valuable insights into students’ perspectives and experiences with its integration during their studies. It also critically examines students’ ideas and suggestions about opportunities for such learning in relation to educational science, and suggests a way forward for global competence in engineering education.

GLOBAL COMPETENCE DEVELOPMENT AMONG COMPUTER ENGINEERING AND INFORMATION TECHNOLOGY UNDERGRADUATES IN THE ENGLISH LANGUAGE CLASSROOM

Nowadays higher education institutions are directly involved in the training of new personnel, so they should seriously puzzle one of the most obvious questions today, how to prepare students to meet the challenges of Industrial Revolution 4.0 in an increasingly globalised society. And although the unequivocal answer to this question doesn’t exist, one thing is certain: while providing Education 4.0 through incorporating advanced technology into the curriculum for implementing best practices and innovative methodological approaches, methods and techniques, higher education institutions should do their best to shape the next generation of highly employable global citizens who can think and act from a global perspective. In the future students who specialise in the field of Computer Engineering and Information Technology will be at the forefront of advancing the technology available to all people in the world and, therefore, they should be globally competent. It means that they should possess a global competence to successfully compete on a global scale. Significant practical experience gained by the authors of the article made it possible to assume that being one of the humanities which is taught to Computer Engineering and Information Technology undergraduates in Ukrainian higher education institutions, English has a great potential for developing their global competence. Considering the fact that Ukrainian 15-year-old students were not a part of the PISA 2018 Global Competence assessment, the present research was aimed at finding out how the participants understood the concept of “global competence”, their awareness of the importance of global competence development in accordance with the requirements and principles of Education 4.0 associated with the Industrial Revolution 4.0 and participants’ views on the role of the English language in its development. For exactly this purpose the authors made a questionnaire in Google Forms. The research participants were 249 Computer Engineering and Information Technology undergraduates who were selected by means of a purposeful sampling method. The conducted research shows that the didactic uniqueness of the English language as an academic discipline aimed at developing global competence is manifested in the fact that it can be seen as both a learning goal and a learning tool. The results obtained became the basis for devising a paradigm defining strategy (the core strategy) and four sub-strategies effective for developing Computer Engineering and Information Technology undergraduates’ global competence in the English language classroom.

STUDY ABROAD AND PRE-SERVICE TEACHERS’ GLOBAL COMPETENCE

Globalization has made the world a more interdependent and multicultural society. Global issues, including regional conflicts, pandemics, and climate change, affect human life across boundaries and cultures and require people to collaborate in solving problems. Under this context, teachers with a global perspective and diverse values can enhance students' world views, foster respect for difference, and develop responsibility for a more sustainable and inclusive world. Thus, the need for professional development to prepare teachers to be globally competent has been extensively recognized. Recently, the study abroad program as an effective means of developing global competence has been increasingly researched and implemented in teacher education program (Huang et al., 2023; Okken et al., 2019). Unlike stand-alone training courses, studying abroad provides immersive opportunities for participants to expose themselves to different educational systems and cultures. Such intercultural encounter experiences can broaden teachers’ pedagogical repositories and skills to teach diverse students, enhance understanding of global issues, and facilitate reflection on personal and professional identities.

(Re)conceptualizing ’global competence’ from the students’ perspective

ABSTRACT Globalization has led to a growing consensus on the significance of developing globally competent college graduates. However, the voice of students as key stakeholders has been largely neglected in the non-Anglophone contexts. The study examines students’ perceptions of global competence as they live and experience international education by using exploratory factor analysis with survey data collected in a Sino-foreign institution in China. The study identifies a factorial structure with five latent components. It confirms existing scholarship with elements including global consciousness, cross-cultural communication and willingness to “reach out”, pointing to the essential importance of knowledge, skill, and attitude. Moreover, it highlights two new scales as academic communication through English, and intercultural confidence & understanding, throwing new light on our understanding of global competence. It calls for a critical reconceptualization of global competence against the caveat of “Globalization” for “Englishization”, and provides implications for higher education internationalization and students’ capacity development in developing countries.

School-level implementation of a state-wide professional development model for developing globally competent teachers

ABSTRACT In-service K–12 teachers require preparation and support to conceptualize and incorporate global competence into their classroom teaching practices. The state of North Carolina created a state-wide framework for such professional development: the Global Educator Digital Badge (GEDB). The GEDB focuses on developing knowledge and practices of globally competent teaching. To explore state policy to school practice, this intrinsic case study reports findings from teachers, administrators, and professional development providers from a K–5 school with 90% teacher participation in the GEDB. Tenets of effective PD and the Global Competence Teaching Continuum served as frameworks to analyze surveys, focus group, interviews, classroom observations, and documents to discern teachers’ abilities to conceptualize and enact globally competent teaching (via curriculum and instruction). Findings describe teachers’ abilities to define global education, embed global competencies within their curriculum, and implement recommended pedagogical strategies. Shifts in teachers’ practices toward globally competent curriculum and instruction are discussed.

Global competence in Japan: What do students really need?

Japanese universities are expected to foster globally competent graduates, but the precise parameters of global competence in Japan are not well defined. While universal frameworks for intercultural and global competence abound, their applicability in non-Western contexts is under-explored and little research has been conducted examining the global (or intercultural) competence construct in Japan. This study sought to address this gap by examining the nature of global competence in Japan and the challenges that students face in its development. A novel method integrating Q-methodology and the Delphi Technique was used to collect, refine and analyze expert and stakeholder opinions. Findings indicate that though perceptions of global competence in Japan are more closely aligned with intercultural literature than with local government policy, elements of global competence deemed important in Japan are often overlooked or minimized in the existing (mostly Western) literature. This has implications for global competence education and research in Japan.

Globally competent teachers: English as a second language teachers' perceptions on global competence in English lessons.

Due to the implementation of global education and global citizenship education in the 21st century, more focus is given to developing teachers’ global competence in English language teaching. This study aims to examine the perceptions of English as a Second Language (ESL) teachers of (1) global competence integration in English teaching and (2) the professional development programs organized by the Ministry of Education (MOE) for their global competence development. A web-survey questionnaire was distributed to 172 Malaysian ESL teachers based on selected criteria. The data collected were analyzed descriptively. The main findings indicated that most ESL teachers showed positive perceptions regarding the importance of global competence and integration in English lessons. Although 83.1% of the 172 participants agreed to have attended 10 or more programs related to developing global competence, the descriptive analysis found the ESL teachers’ moderate knowledge and understanding of what constitutes global competence. In contrast, a high agreement was found regarding their perceptions of the importance of global competence in ESL lessons. Also, most respondents revealed the lack of support from the MOE through professional development programs specifically structured to develop ESL teachers’ global competence. The findings served as a template for a larger-scale study that focuses on implementing global competence in the local non-western context.

Global competence development in EFL teacher training – An interview study on the global content in EFL teacher trainers' courses in Hungary

Abstract In today's world, education needs to empower students to become active global citizens who are prepared for 21st century challenges and who can solve local and global problems, thus, who are globally competent. To affect lasting change in our education systems, it seems urgent to incorporate the global perspective as early as in initial teacher training, and nurture globally competent teacher trainees. As essentially teachers decide on what and how they teach, it is worth examining how they develop the knowledge dimension of global competence, i.e., what content they teach for global competence development (GCD). The main aim of this study, involving five university tutors involved in EFL teacher training in Hungary, is to inquire into what topics they deal with for GCD, what attitudes they have towards dealing with these topics, and how they decide on the content in their first-year language development courses. Findings suggest that they deal with a variety of global and intercultural issues in their lessons; however, they tend to avoid certain local ones. Overall, they have a reasonably positive attitude towards these issues. Finally, the participants predominantly consider the connection to the syllabus, students' language level, and personal and student interest important when deciding on what topics to deal with in class.

Rethinking language teacher education in the Global Englishes paradigm: the Cline of Glocality in Singapore

ABSTRACT Education in Singapore is set against a background that is ethnically, linguistically and culturally diverse. Singapore’s deliberate language policy and planning saw the birth of English-knowing bilinguals who are proficient in both English and their ethnically ascribed mother tongues. This has given rise to Singaporeans whose English proficiency level allows them to be globally competent and whose use of English in the local context has also led to the development of Singapore Englishes (i.e. Standard Singapore English and Colloquial Singapore English or Singlish) operating together in what Low and Pakir describe as the Cline of Glocality. Adopting the Global Englishes paradim, this article discusses how language teacher education needs to be rethought in order to capture the nuancing in the uses of Singapore Englishes in order to achieve the delicate balance between global competence of its users and the local realities surrounding its use.

Progressing towards Global Citizenship and a Sustainable Nation: Pillars of Climate Change Education and Actions

This systematic review article focuses on the elements of climate change that have been used to create climate change awareness and hence inculcate sustainable literacy among secondary school students as well as actions that have been undertaken to nourish students’ global competencies on climate change. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was adapted for the review of the current research, which utilised two main databases, namely, Scopus and Web of Science. The findings indicate that 35 articles were successfully selected, and were subsequently critically and systematically analysed. The review has successfully formulated three main themes that were commonly used to create climate change awareness among schoolchildren: effects of climate change, factors affecting climate change, and mitigation plans in handling climate change issues. The review has also revealed four major themes and actions that have been used as platforms towards instilling global competencies towards climate actions; indeed, the findings of this systematic review will provide meaningful information, especially to educators as well as decision-makers in developing more effective, efficient, and sustainable strategies that will shape future globally competent citizens in mitigating and adapting climate change issues and problems.