Student-Centric Perspectives of the ‘Why’ and ‘How’ of Fostering Global Competence in Education
DOI:
https://doi.org/10.33423/jhetp.v24i3.6834Keywords:
higher education, global competence, knowledge, skills, attitudesAbstract
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.
References
Arslan, S. (2018). A probe into the indicators of intercultural communicative competence in an EFL self- study textbook. International Online Journal of Education and Teaching (IOJET), 5(1), 150–167.
Barret, M., & Byram, M. (2020). Errors by Simpson and Dervin (2019) in their description of the council of Europe’s references framework of competences for democratic culture. Intercultural Communication Education, 3(2), 75–95. DOI: 10.29140/ice.v3n2.286
Barrett, L.F. (2014). The conceptual act theory: A précis. Emotion Review, 6(4), 92–297. https://doi.org/10.1177/1754073914534479
Bedir, H. (2019). Pre-service ELT teachers: Beliefs and perceptions on 21st century learning and innovation skills (4Cs). Journal of Language and Linguistics, 15(1), 233–235.
Big Think. (2014). Retrieved from https://www.pdfdrive.com/big-think-strategy-how-to-leverage-bold-ideas-and-leave-small-thinking-behind-e159986079.html
Boström, M. (2012). A missing pillar? Challenges in theorizing and practicing social sustainability: Introduction to the special issues. Sustainability: Science, Practice and Policy, 8(1), 3–14. doi: 10.1080/15487733.2012.11908080
Bourdieu, A.T. (2021). Theory of practice and the OECD PISA global competence framework. Journal of Research in International Education, 20(2), 154–170. doi: 10.1177/14752409211032525
Bretag, T., & van der Veen, R. (2017). Pushing the boundaries: Participant motivation and self-reported benefits of short-term international study tours. Innovation in Education and Teaching International, 58(3), 175–183. https://doi.org/10.1080/14703297.2015.1118397
Buzzanell, P.M. (2017). Communication theory of resilience: Enacting adaptive-transformative processes when families experience loss and disruption. https://doi.org/10.4324/9781315204321-9
Caelli, K., Ray, L., & Mill, J. (2003). Clear as mud: Toward greater clarity in generic qualitative research. International Journal of Qualitative Methods, 2(2), 1–24.
Commission on Higher Education (CHED). (2022, January). Memo No. 34, s. 2022: Survey on the Implementation of GE Program. Retrieved from https://chedro3.ched.gov.ph/wp-content/uploads/2022/01/Memo-No.-34-s.-2022-Survey-on-the-Implementation-of-GE-Program.pdf
Council of Europe. (2018). Reference framework of competences for democratic culture. Council of Europe, Strasbourg. Retrieved from https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York: Teachers College Press.
Deardorff, D.K. (2011). Intercultural competence in foreign language classroom: A framework and implication for educators. In A. Witte, & T. Harden (Eds.), Intercultural Competence: Concepts, Challenges, Evaluations (pp. 37–54). Oxford: Peter Lang.
Duran, D.C., Gogan, L.M., Artene, A., & Duran, V. (2015). The components of sustainable development — A possible approach. 4th World Conference on Business, Economics and Management (WCBEM-2015), 26, 806–811. doi: 10.1016/S2212-5671(15)00849-7
Eizaguirre, A., Feijoa, M.G., & Laka, J.P. (2019). Defining sustainability core competencies in business and management studies based on multinational stakeholders’ perceptions. Sustainability, 11, 23–33.
Engel, L.C., Rutkowski, D., & Thompson, G. (2019). Toward an international measure of global competence? A critical look at the PISA 2018 framework. Globalization, Societies and Education, 17(2), 117–131. DOI: 10.1080/14767724.2019.1642183
Flammina, M., Sadri, H., & Mejia, C. (2019). An internalization project to develop global competency across the disciplines. International Journal of Teaching and Learning in Higher Education, 31(2), 332.
Gifford, R. (2011). The dragons of inaction: Psychological barriers that limit climate change mitigation and adaptation. American Psychologist, 66(4), 290–302.
Griffiths, M.D., Kuss, D.J., Billieux, J., & Pontes, H.M. (2016). The evolution of internet addiction: A global perspective. Addictive Bahaviors, 53, 93–195.
Hedlund-de Witt, A. (2011). The rising culture and worldview of contemporary spirituality: A sociological study of potentials and pitfalls for sustainable development. Ecological Economics, 70(6), 1057–1065. Elsevier.
Hoeflinger, J.P. (2012). Extending OpenMP to clusters. Retrieved from http://www.hearne.co.uk/attachments/OpenMP.pdf
Imoto, R. (2015). Home economics education to nurture the leaders of a sustainable society. 日本家庭科教育学会誌, 58(3), 172–176. http://dx.doi.org/10.11549/jjahee.58.3_172
Johnston, P.M. (2010). Towards culturally appropriate assessment? A contribution to debates. Higher Education Quarterly, 64(3), 231–245. https://doi.org/10.1111/j.1468-2273.2010.00463.x
Kahlke, R.M. (2014). Generic qualitative approaches: Pitfalls and benefits of methodological mixology. International Journal of Qualitative Methods, 13(1), 37–52. https://doi.org/10.1177/160940691401300119
Kallick, B., & Zmuda, A. (2017). Students at the center: Personalized learning with habits of mind. Alexandria, Virginia, USA.
Kaushik, R., Raisinghani, M.S., Gibson, S., & Assis, N. (2017). The global aptitude assessment model: A critical perspective. American Journal of Management, 17(5), 82–95.
Kestin, T., van den Belt, M., Denby, L., Ross, K.E., Thwaites, J., & Hawkes, M. (2017). Getting started with the SDGs in universities: A guide for universities, higher education institutions, and the academic sector. Retrieved from http://ap-unsdsn.org/regional-initiatives/universities-sdgs/university-sdg-guide/
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability, 11, 6104.
LaRusso, M., Kim, H.Y., Selman, R., Uccelli, P., Dawson, T., Jones, S., . . . Snow, C. (2016). Contributions of academic language, perspective taking, and complex reasoning to deep reading comprehension. Journal of Research on Educational Effectiveness, 9(2), 201–222. http://dx.doi.org/10.1080/19345747.2015.1116035
Lim, J.H. (2011). Qualitative methods in adult development and learning: Theoretical traditions, current practices, and emerging horizons. In C. Hoare (Ed.), The Oxford Handbook of Reciprocal Adult Development and Learning (2nd Ed., pp. 39–60). New York, NY: Oxford University Press.
Londono-Escudero, C. (2022). Nature governance for collective well-being: Reconciling holistic sustainability and human development. Journal of Humanities and Applied Social Sciences, 5(3), 193–210. https://doi.org/10.1108/JHASS-02-2022-0029
Malik, R.S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development and Research, 2(1), 9–20.
Mansilla, V.B., & Jackson, A. (2013). Educating for global competence: Learning redefined for an interconnected world. In H.H. Jacobs (Ed.), Mastering Global Literacy (pp. 5–27). Bloomington, IN: Solution Tree Press.
Mc Donnel, J. (2004). The other 3 Rs: Reasoning, resilience and responsibility. Retrieved from https://www.apa.org/ed/schools/teaching-learning/3rs-defined
Merriam, S.B. (2002). Basic interpretive qualitative research. In S.B. Merriam (Ed.), Qualitative Research in Practice (pp. 37–39). San Francisco, CA: Jossey-Bass.
Meyer, H.D. (2014). The OECD as pivot of the emerging global educational accountability regime: How accountable are the accountants? Teachers College Record, p.116. Google Scholar.
National Education Policy. (2010). Retrieved from https://en.unesco.org/creativity/policy-monitoring-platform/national-education-policy-2010.
Neergaard, M., Olesen, F., Andersen, R.S., & Sondergaard, J. (2009). Qualitative description – The poor cousin of health research. BMC Medical Research Methodology, 9(1), 52–56. doi: 10.1186/1471-2288-9-52
Organisation for Economic Co-operation and Development. (2016). Education at a Glance 2016: OECD Indicators. Retrieved from https://www.oecd.org/education/skills-beyond-school/education-at-a-glance-2016-indicators.htm
Organization for Economic Co-operation and Development. (2015). PISA 2018 Draft Global Competence Framework. Paris: OECD Publishing.
Organization for Economic Co-operation and Development. (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. Retrieved from https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf
Ortiz-Marcos, I., Breuker, V., Rodriguez, R., Kiellgren, B., Dorel, F., Toffolon, M., . . . Eccli, V. (2020). A framework of global competence for engineers: The need for a sustainable world. Sustainability, 12(22), 9568. https://doi.org/10.3390/su12229568
Perez-Salgado, F., Abbott, D., & Wilson, G. (2018). Dimensions of professional competences for interventions towards sustainability. Sustain. Sci., 13, 163–177.
Reid, E. (2015). Techniques developing intercultural communicative competences in English language lessons. Procedia - Social and Behavioral Sciences, 186, 939–943. https://doi.org/10.1016/j.sbspro.2015.04.011
Reimers, F. (2009). Educating for global competency. In J.E. Cohen, & M.B. Malin (Eds.), International Perspectives on the Goals of Universal Basic and Secondary Education (pp. 183–202). New York: Routledge.
Sälzer, C., & Roczen, N. (2018). Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct. Int J Develop Educ Gobal Learn, 10(1), 5–20. DOI:10.18546/IJDEGL.10.1.02
Sandelowski, M. (2010). Whatever happened to qualitative description? Research in Nursing and Health, 23, 334–340.
Savva, M., & Stanfield, D. (2018). International-mindedness: Deviations, incongruities and other challenges facing the concept. Journal of Research in International Education, 17(2), 179–193.
Sire, J.W. (2020). The universe next door: A basic worldview catalog. Retrieved from https://books.google.com/books/about/The_Universe_Next_Door.html?id=obhdLJK8UjEC
Stray, J.H., & Wood, B. (2020). Global-local education policy dynamics: A case study of New Zealand and Norway. Scandinavian Journal of Educational Research, 64(2), 256–269.
Ting-Toomey, S., & Dorjee, T. (2019). Communicating across cultures. New York, London: Guilford Press. DOI: 10.3389/fpsyg.2014.00867
United Nations Development Programme. (2020). Background of the sustainable development goals. UNDP. Retrieved from https://www.undp.org/content/undp/en/home/sustainable-development-goals/background.html
United Nations Educational, Scientific and Cultural Organization. (2014). Global citizenship education: Preparing learners for the challenges of the twenty-first century. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000227729
Yáñez, S., Uruburu, Á., Moreno, A., & Lumbreras, J. (2019). The sustainability report as an essential tool for the holistic and strategic vision of higher education institutions. J. Clean. Prod., 207, 57–66.
