LEARN
What is Global Competence
and Global Education?
World Savvy defines global competence as "the disposition and capacity to understand and act on issues of global significance." It's not just learning about the world in a passive way: it's exploring the world through engagement with cultures, languages, and service that leads to positive change for people on our planet.
Global education, therefore, is the purposeful way teachers, schools, and systems develop global competence in their students. Teachers are the catalyst to shift learning about the world to becoming engaged global citizens.
Global education, therefore, is the purposeful way teachers, schools, and systems develop global competence in their students. Teachers are the catalyst to shift learning about the world to becoming engaged global citizens.
Additional Background
Below are some resources to dig deeper into the foundations of and concepts in global competence
Global competence matrix : Global competence can seem nebulous when trying to talk to students or even colleagues and administrators. This resource goes beyond giving a definition: it gives examples of characteristics and skills of globally competent people. There's a lot of instructional potential in this document: introduction to the concept of global competence, self-assessment, and classroom discussion, to name a few. In developing a global citizenship course, this matrix was foundational for me. If you're looking for a place to start wrapping your mind around the concept of global competence, this is an excellent place to start.
California Global Education Project's global competence framework : Building on the Asia Society's domains of global competence, the California Global Education Project developed this framework to help teachers conceptualize how to practically approach including global education in their lessons. I used this resource in my lessons as part of a discussion: first, students work to pair the domains with the descriptions. Next, students explore the descriptions in the global competence matrix (linked above). Last, students pick the two most impactful descriptions for each domain and discuss with a partner and the class.
The UN Sustainable Development Goals : These goals provide goals for a better world. In my global competence course, these are used as reflections at the end of each lesson. Students are asked to identify which SDG was addressed in the lesson, a practice that encourages critical thinking. Early in this same course, the SDGs are introduced and discussed to get students thinking about how these look in their lives, specifically: Which goals seem connected? Which surprise you? Which feel most urgent?Then, wonder: Which goals affect our community? Which goals connect to your life? These types of questions make global competence something personal and connected to students' lives.
Place-Based Education: Think Globally, Teach Locally : This article discusses the misconception that global education and local engagement are mutually exclusive. Indeed, it reminds teachers that place-based education connects well with global education, and provides strategies for harnessing concepts in both approaches. If you're someone like me who did not visualize how to go "glocal" (global+local), this article is a great, practical summary.
Building global schools toolkit : Primary Source provides a practical path for making global education a core practice at your school. If you need a place to start, this is it! The resources in this toolkit will help guide your school's integration of global competence. It's a must-use resource if you have a committee guiding the school's global competence vision.
Global competence matrix : Global competence can seem nebulous when trying to talk to students or even colleagues and administrators. This resource goes beyond giving a definition: it gives examples of characteristics and skills of globally competent people. There's a lot of instructional potential in this document: introduction to the concept of global competence, self-assessment, and classroom discussion, to name a few. In developing a global citizenship course, this matrix was foundational for me. If you're looking for a place to start wrapping your mind around the concept of global competence, this is an excellent place to start.
California Global Education Project's global competence framework : Building on the Asia Society's domains of global competence, the California Global Education Project developed this framework to help teachers conceptualize how to practically approach including global education in their lessons. I used this resource in my lessons as part of a discussion: first, students work to pair the domains with the descriptions. Next, students explore the descriptions in the global competence matrix (linked above). Last, students pick the two most impactful descriptions for each domain and discuss with a partner and the class.
The UN Sustainable Development Goals : These goals provide goals for a better world. In my global competence course, these are used as reflections at the end of each lesson. Students are asked to identify which SDG was addressed in the lesson, a practice that encourages critical thinking. Early in this same course, the SDGs are introduced and discussed to get students thinking about how these look in their lives, specifically: Which goals seem connected? Which surprise you? Which feel most urgent?Then, wonder: Which goals affect our community? Which goals connect to your life? These types of questions make global competence something personal and connected to students' lives.
Place-Based Education: Think Globally, Teach Locally : This article discusses the misconception that global education and local engagement are mutually exclusive. Indeed, it reminds teachers that place-based education connects well with global education, and provides strategies for harnessing concepts in both approaches. If you're someone like me who did not visualize how to go "glocal" (global+local), this article is a great, practical summary.
Building global schools toolkit : Primary Source provides a practical path for making global education a core practice at your school. If you need a place to start, this is it! The resources in this toolkit will help guide your school's integration of global competence. It's a must-use resource if you have a committee guiding the school's global competence vision.
Organizations in the FieldWorld Savvy : World Savvy provides some of the most practical resources available for helping teachers bring global issues into their classrooms through inquiry-based learning. Their lessons encourage students to investigate authentic global challenges, consider multiple perspectives, and develop solutions rooted in civic engagement. I especially appreciate that their resources move beyond simply learning about other cultures and instead ask students to think critically about complex issues while taking informed action. Their professional learning opportunities and project-based learning resources are valuable for teachers in any content area.
ASCD : While ASCD is not exclusively focused on global education, it offers a wealth of instructional resources that support the kinds of teaching practices necessary for effective global learning. Articles, webinars, books, and professional development address topics such as inquiry, student engagement, differentiation, and authentic assessment, all of which help teachers create classrooms where students can explore global issues in meaningful ways. I see ASCD as an excellent source for strengthening instructional practice while integrating global perspectives into existing curriculum. Asia Society : Asia Society has long been a leader in defining and promoting global competence in K–12 education. Their Global Competence Framework provides a clear vision of the knowledge, skills, and dispositions students need to thrive in an interconnected world. In addition to research and publications, Asia Society offers classroom resources, performance assessments, and professional learning that help educators translate the framework into daily instruction. Their work has been particularly influential in shaping my own thinking about what it means to prepare globally competent students. UNESCO : UNESCO serves as an important resource for educators seeking to connect classroom learning with global citizenship and sustainable development. Through its Global Citizenship Education (GCED) initiative and extensive Sustainable Development Goals (SDG) materials, UNESCO provides free publications, lesson ideas, and classroom resources that encourage students to think about human rights, cultural diversity, peace, sustainability, and international cooperation. These resources help students understand both local and global issues while recognizing their own role as informed global citizens. AFS Intercultural Programs : AFS Intercultural Programs offers outstanding resources for developing intercultural competence, an essential component of global education. Their educator toolkits, reflection activities, virtual exchange opportunities, and professional learning experiences help teachers move beyond teaching about culture to helping students communicate and collaborate across cultural differences. I particularly value AFS's emphasis on reflection and perspective-taking, as these skills encourage students to approach unfamiliar people, ideas, and experiences with curiosity, empathy, and respect. |
Global Education Assessment ToolsAsia Society Global Competence Self-Assessment : This self-assessment provides educators with an opportunity to reflect on their own global competence using the four dimensions of the Asia Society Global Competence Framework: investigating the world, recognizing perspectives, communicating ideas, and taking action. Rather than functioning as an evaluation, the tool encourages honest reflection and goal setting. I appreciate that it helps teachers identify both strengths and areas for growth while connecting those reflections to practical classroom instruction. I would recommend revisiting this assessment periodically throughout the school year to document professional growth and guide future learning.
AFS Global Competence Readiness Index for Schools : The AFS Global Competence Readiness Index shifts the focus from individual teachers to the school as a whole. It helps educators and school leaders examine how well their curriculum, instructional practices, leadership, partnerships, and school culture support global competence. I like this tool because it encourages collaborative conversations among faculty rather than individual reflection alone. The results can serve as a starting point for strategic planning and help schools identify concrete next steps for strengthening global education initiatives. OECD PISA Global Competence Framework : Although this resource is not a traditional self-assessment, I believe it is an essential tool for educators seeking to evaluate their own understanding of global competence. The framework clearly defines the knowledge, skills, attitudes, and values associated with globally competent learners and provides a strong foundation for self-reflection. I would recommend using it alongside one of the self-assessment tools above, as it offers a research-based lens through which teachers can consider whether their curriculum and instructional practices are truly preparing students to engage thoughtfully with global and intercultural issues. |
Global Education Guide
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