Teachers’ Perceptions on Global Competence: Investigating its Basic Dimensions

Dr Karanikola Zoe

doi:10.18535/ijsrm/v10i7.sh01

Abstract

In the contemporary context of globalization and of intense demographic, economic, technological and social changes, formal education is called upon to redefine its multidimensional role and prepare future citizens for the global challenges of the 21st century. In such a context, the present study aims to investigate the extent to which teachers have developed global competence by exploring three key dimensions of global competence: knowledge and understanding, skills, attitude and values. The quantitative methodology was followed and the questionnaire tool was selected. Random sampling technique was used, and the questionnaire was delivered through google forms. The sample consisted of 350 active teachers who taught in public schools of primary and secondary education in the region of western Greece in the school year 2021-2022. Research findings show that the average value for the dimension of Knowledge and understanding is 3.62 (a lot), for the dimension of Skills is 3.37 (enough) and for the dimension of Attitude and values is 3.93 (a lot). In addition, the control of the Pearson correlation coefficient of the nine factors for global competence shows a statistically significant positive correlation between them. Finally, gender, level of education, employment relationship and years of service seem to affect the results of the scale.

Keywords

global competenceteachersprimary and secondary educationknowledgeskillsattitudesvalues

References

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[refR-1] Babbie, E. (2011). Introduction to Social Research. Belmont, CA, USA: Wadsworth Cengage Learning.Google Scholar ↗

[refR-2] Bryman, A. (2012). Social Research Methods. Oxford: Oxford University Press.Google Scholar ↗

[refR-3] Deardorff, D.K. (2011). Assessing intercultural competence. New Directions for Institutional Research, (149), 65–79. https://doi.org/10.1002/ir.381DOI ↗Google Scholar ↗

[refR-4] Ford, Th., & Quinn, L. (2010). First Year Teacher Education Candidates: What Are Their Perceptions about Multicultural Education? Multicultural Education, 17(4), 18-24.Google Scholar ↗

[refR-5] Hunter, W.D. (2004). Knowledge, Skills, Attitudes and Experiences Necessary to Become Globally Competent. Bethlehem, PA, USA: Lehigh University.Google Scholar ↗

[refR-6] Karanikola, Z., & Palaiologou, N. (2021). Refugees and adult education: A Thematic Analysis on UNESCO’s Latest Recommendations. Andradogical Studies, 1, 57–74. https://doi: 10.5937/AndStud2101057KDOI ↗Google Scholar ↗

[refR-7] Kerkhoff, S.N., & Cloud, M.E. (2020). Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education. International Journal of Educational Research, 103, 1-14. https://doi.org/10.1016/j.ijer.2020.101629DOI ↗Google Scholar ↗

[refR-8] Kopish, M.A. (2016). Preparing Globally Competent Teacher Candidates Through Cross Cultural Experiential Learning. Journal of Social Studies Education Research, 7(2), 75-108.Google Scholar ↗

[refR-9] Liu, Y., Yin, Y., & Wu, R. (2020). Measuring graduate students’ global competence: Instrument development and an empirical study with a Chinese sample. Studies in Educational Evaluation, 67(2), 100915.https://doi.org/10.1016/j.stueduc.2020.100915DOI ↗Google Scholar ↗

[refR-10] Mansilla, V.B., & Jackson, A. (2011). Educating for Global Competence: Preparing our Yputh to Engage the World. Asia Society.Google Scholar ↗

[refR-11] OECD. (2018). Teaching for Global Competence in a Rapidly Changing World. Retrieved from: https://www.oecd-ilibrary.org/education/teaching-for-global-competence-in-a-rapidly-changing-world_9789264289024-enGoogle Scholar ↗

[refR-12] Palaiologou, N., & Karanikola, Z. (2021). Diversity theory in a macroscopic perspective: When diversity transforms to super-diversity and hyper-diversity. In Ch. Halse, K.J. Kennedy (Eds). The Future of Multiculturalism in Turbulent Times (pp. 76-93). United Kingdom: Routledge.Google Scholar ↗

[refR-13] Panagiotopoulos, G., & Karanikola, Z. (2020). Education 4.0 and teachers: challenges, risks and benefits. European Scientific Journal, 16(34), 108-122.Google Scholar ↗

[refR-14] Parmigiani, D., Jones, S.L., Kunnari, I., & Nicchia, E. (2022) Global competence and teacher education programmes. A European perspective. Cogent Education, 9(1), 2022996. https://doi 10.1080/2331186X.2021.2022996DOI ↗Google Scholar ↗

[refR-15] Pylvas, L., & Nokelainen, P. (2019). Intercultural competence: Toward Global Understanding. In S. McGrath, M. Mulder, J. Papier, R. Suart (Eds), Handbook of Vocational Education and Training (pp. 1283–1295). New York: Springer.Google Scholar ↗

[refR-16] Simpson, A., & Dervin, F. (2019). Global and intercultural competences for whom? By whom? For what purpose? An Example from the Asia Society and the OECD. A Journal of Comparative and International Education, 49(4), 672–677. https://doi: 10.1080/03057925.2019.1586194DOI ↗Google Scholar ↗

[refR-17] Tracy, S.J. (2010). Qualitative quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research. Qualitative Inquiry, 16(10), 837–851.Google Scholar ↗

[refR-18] Trede, F., Bowles, W., & Bridges, D. (2013) Developing intercultural competence and global citizenship through international experiences: academics’ perceptions. Intercultural Education, 24(5), 442-455. https://doi: 10.1080/14675986.2013.825578DOI ↗Google Scholar ↗

[refR-19] UNESCO. (2017). Working papers on Education Policy. Protecting the right to education for refugees. Education 2030. Hamburg: UNESCO Institute for Lifelong Learning. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000251076Google Scholar ↗

[refR-20] UNESCO. (2020). First Meeting of the International Commission on the Futures of Education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000372674Google Scholar ↗

[refR-21] UNHCR. (2021a). Europe Situations: Data and Trends. Arrivals and Displaced Populations. Retrieved from https://data2.unhcr.org/en/documents/details/86420).Google Scholar ↗

[refR-22] UNHCR. (2021b). Arrivals to Europe from Libya. Retrieved from https://data2.unhcr.org/ en/documents/details/86602Google Scholar ↗

[refR-23] UNHCR. (2021c). Syria Refugee Crisis Explained. Retrieved from https://www.unrefugees.org/news/syria-refugee-crisis-explainedGoogle Scholar ↗

[refR-24] Van Werven, I.M., Coelen, R.J., Jansen, E., & Hofman, W.H.A. (2021). Global teaching competencies in primary education. A Journal of Comparative and International Education. https://doi:10.1080/03057925.2020.1869520 (ahead-of-print).DOI ↗Google Scholar ↗