What is the worldwide experience of integrating global competence into curriculum: school practice and teachers’ voice

---

@Ekaterina-P These days, everybody seems to be talking about “21st century skills” and how our students need new ways of learning if they hope to succeed in life. What today’s students need to succeed in their future work, family, and civic lives is dramatically different from what previous generations learned in school. But what are 21st century skills and how can educators bring them to students? The easiest answer is: by turning to the processes and principles that the field of project management has been utilizing for decades—skills such as critical and creative thinking, problem solving, effective communication, collaboration, self-motivation, persistence, and a lifelong passion for learning. These essential 21st century skills and mindsets, already part of daily life for project management professionals, are exactly what modern students need to learn in order to succeed.

@BRYANb8875625e5

To help future generation to think independently about, and debate, important issues in the world, teachers play an important role in promoting and integrating intercultural understating into their practices and classroom lessons.

In other words, today students need to improve their thinking, reasoning, research, planning, teamwork, and presentation skills.
Existing international practice abounds in effective tools, such as skills development activities that introduce, develop and extend skills through team projects, individual reports and serious written examinations.

@Bousl, hello. Right, assessment should be focused not on subject knowledge, but on the skills that students use and demonstrate. As an outcome they develop, practice and apply the skills they need to research, plan and take action. They learn to understand different perspectives on complex global issues, and learn to see the world differently.

There is a very interesting 4-step Rubrics to assess creative thinking. It is easy to use. Unless newly acquired knowledge not used in a new context it can not be evaluated as high order of thinking, that is creativeness.

Mariam, indeed "Teaching for global competence does not require a new curriculum. It requires combining instructional strategies for active learning with global issues and weaving them into the existing curriculum"

I'd love to convey this message to those teachers who somehow struggle to teach this subject and to those, who consider that their main subject profile has nothing common with Global competency.

I want to acknowledge this Forum is abundant in valuable insights and notional quotes.

@MYLOG47799627c6
This is bitter truth.

This time TALIS-2024 report will be concise and comprehensible for practicing teachers to increase the readership.
It will address the issues of global teacher shortage, job dissatisfaction, problems of school leadership and school environment.

Samar Mohamed, nice to meet you.
My appreciation of your devotion and involvement.

Perfect Idea! As Alvin Toffler highlighted "The illiterate of the 21st century are not those who cannot read or write, but those who cannot learn, unlearn and relearn"

We are currently preparing students for jobs that don't yet exist, using technologies that haven't been invented, in order to solve problems we don't even know are problems yet, aren't we?

Today young learners need to develop a wide selection of sharp "thinking and doing tools" for quickly analyzing complex problems, for conceiving and creating innovative solutions, and for effectively communicating and collaborating with other team members, all working together toward a clear goal. Correspondingly, teachers need to develop their competencies and support them in tackling complex questions, problems, or challenges through PBL.
The good news is that, as seen for instance, from the forum, contemporary educators are becoming increasingly aware of this need for a dynamic and challenging learning approach.

Only as you mention above, through active exploration of real-world questions, problems, issues, and perspectives students are able to acquire deeper knowledge and skills.

@Bilim Absolutely!

This passage eloquently highlights the transformative potential of integrating global competence into education. By embracing neomillennial learning styles and digital civic engagement, educators can effectively engage students in meaningful ways that resonate with their contemporary experiences. The emphasis on developing a multifaceted understanding of global issues and fostering intercultural competence is commendable. It underscores the importance of preparing students not only for current challenges but also for future opportunities in a diverse and interconnected world. This approach not only enhances students' knowledge but also cultivates critical skills and attitudes that are essential for their personal growth and active participation in global citizenship.

might include examples of culturally responsive teaching practices, collaborative learning projects that highlight different cultural backgrounds, or initiatives to engage students in cross-cultural dialogue and understanding. It also invites consideration of how such approaches can prepare students to thrive in a multicultural and interconnected world.

Schools can inspire and empower students to become responsible global citizens by integrating various strategies and practices into their educational framework:

1. Curriculum Integration: Incorporate global issues, sustainability, and equity topics into the curriculum across subjects. This can include lessons on climate change, social justice, cultural awareness, and human rights.

2. Project-Based Learning: Encourage students to engage in projects that address real-world problems. This hands-on approach helps students understand the impact of their actions and fosters a sense of responsibility.

3. Community Service: Promote community service and volunteer opportunities. By participating in local and global community projects, students can experience the importance of contributing to society.

4. Cultural Exchange Programs: Facilitate cultural exchange programs and international collaborations. These experiences broaden students' perspectives and help them appreciate diverse cultures and viewpoints.

5. Environmental Initiatives: Implement school-wide sustainability practices, such as recycling programs, energy conservation, and school gardens. Teach students about the importance of environmental stewardship.

6. Inclusive Education: Foster an inclusive environment that respects and values diversity. Teach students about equity and the importance of inclusivity in creating a fair society.

7. Critical Thinking and Problem-Solving: Develop students' critical thinking and problem-solving skills. Encourage them to analyze global issues, think critically about solutions, and understand the complexities of these problems.

8. Role Models and Mentorship: Introduce students to role models who are making a positive impact in the world. Mentorship programs can also help students develop their potential and understand the importance of leadership in driving change.

9. Technology and Innovation: Utilize technology to connect students with global issues and communities. Encourage innovative thinking to create solutions for sustainability and equity challenges.

10. Empathy and Ethical Education: Teach empathy and ethical decision-making. Help students understand the importance of compassion and moral responsibility in their actions and choices.

By incorporating these practices, schools can cultivate a generation of students who are knowledgeable, compassionate, and motivated to contribute to a more sustainable and equitable world.