Immigrant students and global education

Research on immigrant students in higher education often articulates a deficit narrative emphasizing the challenges immigrant students face in comparison to their native-born peers. In education for global competence, however, immigrant students’ life experiences give them a potential advantage. This study investigated whether project-based learning designed to take advantage of immigrant students’ intercultural life experiences could contribute to the development of global competence among undergraduate students. Developing and teaching a collaborative, project-based course where undergraduate students researched the intercultural experiences of their immigrant peers, researchers measured specific learning outcomes using quantitative and thematic analysis of student research papers and reflective essays. The study concluded that project-based assignments designed to take advantage of immigrant students’ intercultural experiences could yield significant contributions to the global education of immigrant and non-immigrant students alike.

Global Education Beyond Immersion and Regimes of Mobility

This chapter suggests new approaches to global education based on ethnographic fieldworks of students' study abroad experience and a classroom project that challenges the binary opposition of “cultures” in the notion of immersion by drawing on the multi-scalar networks framework where individuals are seen to have multiple connections to others and by replacing the notion of “global competence” with “structural competence” that sees mundane practices as symptoms of wider structural arrangements. This chapter also challenges the double standard over mobility in “regimes of mobility” and argues for connecting study abroad and minority immigrant experiences on campus and including diverse programs within the purview of global education.

Assessment of Global Competence of Engineers for a Sustainable World. Evidence from TA VIE Project

This paper outlines a contemporary understanding of global competence for engineers, as understood by European engineering companies, and presents the main findings of the Tools for Enhancing and Assessing the Value of International Experience for Engineers (TA VIE) project, launched in 2018. Situational judgment tests (SJTs), or scenario-based approaches were used to measure eleven global competences. Researchers designed the scenarios and contrasted them designing a dictionary of competences containing: the definition of each competence as well as the five levels for each competence (defined by objective behaviours that could be observed). The measurement of competences is performed through a web platform where all data are collected. Nearly 300 students from different countries fulfilled the questionaries, and the results show that students with mobility, have, in general terms, a higher level of global competence than those without international mobility. Communication and flexibility are the competences with higher impact when students enjoy an international experience.

Latvian Students’ Understanding of Global Problems and Readiness to Get Involved in Solving Them in OECD PISA 2018 Comparison

Students’ life in the modern globalized world gives them many new possibilities and at the same time also creates new serious challenges putting forward also new requirements. Students’ understanding of the global problems (climate changes and global warming, global health (including pandemics), migration, international conflicts, famine or insufficient food, the causes of poverty, etc.) become more and more important. The aim of the study is to analyze the results of Latvia’s fifteen years old students in the OECD PISA 2018 in the aspect of the global competence paying a more detailed attention to the students’ understanding of the global problems and their readiness to take action for collective well-being. The research questions are follows: 1) What is Latvian students’ global competence in the international comparison and what is its relation to the characteristics of students, their families and school; 2) What is Latvian students’ understanding of the global problems and readiness to get involved in their solution? The descriptive statistical analysis employs the data from surveys/questionnaires (66 countries) and tests (27 countries) included in PISA 2018 international data basis. Latvian students’ performance in the cognitive test of the global competence is considerably higher than the average of the participating countries, and as regards the OECD countries we are on the average level. In Latvia, students of capital Riga schools have the highest level of global understanding, it is lower in other cities and even lower in rural schools. Latvian students have a slightly lower readiness to get involved in solving the global phenomena and participation in concrete activities than the average in OECD countries.

Apakah ada Hubungan antara Pola Asuh Orang Tua dengan Karakter Pelajar Pancasila?

Pancasila is the embodiment of Indonesian students as lifelong students who have global competence and behave following the values of Pancasila, with six main characteristics: faith, fear of God Almighty, and noble character, global diversity, cooperation, independence, critical reasoning, and creative. One of the emphases in schools is not just curriculum achievement but the formation of character based on Pancasila. Learning strategies and school programs are made to make it happen. Of course, schools need to collaborate with families. Parenting patterns are patterns of interaction between parents and children, namely how to have good attitudes or behavior to be used as role models for their children. Parenting patterns consist of permissive, authoritarian, authoritative, and democratic parenting. On this occasion, the researcher wants to know whether there is a relationship between parenting patterns and the character of Pancasila students in class IX students at SMP Negeri Malang? This study aimed to determine the relationship between parenting patterns and the character of Pancasila students in class IX students at SMP Negeri 13 Malang. The method used is correlation research. The results of this study are that there is a significant positive relationship between parenting patterns and the character of Pancasila students. Abstrak: Perwujudan pelajar Indonesia yang belajar sepanjang hayat, memiliki kemampuan global dan menunjukkan perilaku yang sesuai dengan nilai Pancasila disebut sebagai pelajar Pancasila. Salah satu penekanan di sekolah adalah tidak sekedar pencapaian kurikulum, tetapi terbentuknya karakter yang berdasarkan pada Pancasila. Strategi pembelajaran dan program sekolah dibuat untuk mewujudkan karakter pelajar Pancasila dan sekolah diminta untuk berkolaborasi dengan orang tua. Kondisi ini menuntut orang tua untuk memberikan pola asuh yang sesuai untuk memenuhi kebutuhan anak. Tujuan penelitian ini untuk mengetahui hubungan antara pola asuh orang tua dan karakter pelajar Pancasila siswa kelas IX di SMP Negeri 13 Malang. Metode penelitian yang digunakan adalah korelasi. Hasil penelitian menunjukkan terdapat hubungan signifikan positif antara pola asuh orang tua dengan karakter pelajar Pancasila.

Education for a Sustainable Future: Strategies for Holistic Global Competence Development at Engineering Institutions

Higher education institutions (HEIs) must ensure that their graduates possess not only professional know-how, but also the global competence to address the challenges posed in the UN’s 2030 Agenda. This is especially relevant in engineering education, which plays an important role in sustainable development. These competencies are typically thought to be developed in relation to institutions’ internationalisation efforts, but reports on how this is supposed to happen are often vague or built on wishful thinking. In this article, we describe a mixed-methods investigation into how holistic global competence development as a crucial aspect of sustainable education can be systematically enhanced in higher engineering education. Following a design-based research approach, connecting theoretical and practical insights from experts and stakeholders, we present here four dimensions of such an approach. Firstly, we discuss the setup, contents, and implementation of institutional guidelines as the crucial starting point of any internationalisation strategy aiming at integrating sustainable development education and global competence development. Secondly, we stress the role of institutional diversity, and show how institutions can foster inclusive and welcoming environments. Thirdly, we suggest strategies and approaches for global competence training for students, faculty, and staff, and highlight important background considerations for enabling global competence development. Fourthly, we emphasise the importance of assessing efforts to ensure that they live up to their potential and deliver the desired outcomes. The recommendations based on the investigation summarise key considerations that all HEIs—not just those focused on engineering education—must take into account as they strive for holistic global competence development, which is a key aspect of education for sustainable development.

A Classification Analysis of the High and Low Levels of Global Competence of Secondary Students: Insights from 25 Countries/Regions

The reinforcement of global competence is vital for students to thrive in a rapidly changing world. This study explores the synergistic effects of both student and school factors on the classification of secondary students with high and low levels of global competence. Data are selected based on 208,556 secondary students from 6902 schools in 25 countries/regions and extracted from the Programme for International Student Assessment (PISA) 2018 datasets. Different from previous research, in this study, data science techniques, i.e., decision trees (DTs) and random forests (RFs), are adopted. Classification models are built to discriminate high achievers from low achievers and to discover the optimal set of factors with the most powerful impact on the discrimination of these two groups of achievers. The results show that both models have satisfactory classification abilities. According to the factor importance rankings in terms of discriminating global competence disparities, student factors play a major role. They especially emphasize students’ capacities to examine global issues, students’ awareness of intercultural communication, and teachers’ attitudes toward different cultural groups.

Validating a Scale for Measuring Students' Perspectives toward Global Citizenship: A Case at a Private University in Vietnam

Globalization is one of the most significant phenomena of the 21st century, affecting many aspects of human society. In the wave of this influence, higher education institutions in many countries have adjusted themselves in order to prepare their students to be global citizens. However, research shows a need to evaluate whether the integration of global citizenship education is effective among different institutions and contexts. Many scholars are in favor of measuring students' perspectives as a solution. Additionally, although many organizations, such as UNESCO, and other researchers have investigated this issue, the measurement model is mainly designed for large-scale research. Therefore, this study aimed to validate a scale for measuring student perspectives toward global citizenship in a particular context of a university. Notably, the adopted scale measures global citizenship perspectives via three components: social responsibility, global competence, and global civic activism. In the study, each component was measured separately via three smaller measurement models. All the models were validated by using the PLS-SEM approach. The data for validating were collected from 171 students at a private university in Vietnam through an online survey. The result of data analysis suggested that the original scale (which was designed for the context of developed countries) could be employed in the context of developing countries. Nevertheless, some adjustments should be made in term of social responsibility and global competence.

Unsustainable measures? Assessing global competence in PISA 2018

In the context of rising fundamentalism, urgent threats to the environment, and the persistence of poverty and deep inequities in the world, 193 nations have pledged to work towards the Sustainable Development Goals (SDGs) crafted by UNESCO in 2015. Education is seen as key to attaining all the other SDGs. Within the ‘education goal’ (Goal #4), there is an explicit target, SDG 4.7, which focuses on ‘sustainable development and global citizenship’. Nations are expected to incorporate a focus on SDG 4.7 into their curricula, policies, teacher education programs, and student assessment. PISA has now developed an assessment of ‘global competence,’ which is presented as a way to assess SDG 4.7. Through this assessment, it seeks to inform policy, curricula, and pedagogies and catalogue ‘best practices’ for developing students’ ‘global competence’. Given this ambition and the centrality of ‘sustainable development and global citizenship’ within the globally endorsed SDGs, it is important to analyze the extent to which the PISA assessment of global competence is usefully able to inform policy and practice and contribute to fulfilling SDG 4.7. We build upon the work of other scholars examining this question, taking a material-semiotic approach inspired by Science and Technology Studies. Empirically, our study is based on documentary analysis, interviews, and ‘survey encounters’ in which we administered a curated part of the assessment to 15-year-olds and followed this exercise with interviews. We explore how the hard-won stability gained around the notion of ‘global competence’ through its inscription into the standardized survey instruments is again threatened when the survey instrument encounters diverse 15-year-olds. The survey encounters provide an opportunity to ‘test the test’, and we conclude that the PISA test of global competence is not as yet in a position to provide useful direction to policy or practice in the promotion of SDG 4.7.