Abstract
This chapter examines curriculum supporting global competence and different perspectives included in the OECD's PISA 2018 Global Competence large-scale assessment. The nine perspectives of global competence covered were students' interest in learning about other cultures, awareness of global issues, attitudes toward immigrants, respect for people from other cultures, ability to understand the perspectives of others, self-efficacy in the context of global competence, sense of agency regarding global issues, awareness of intercultural communication, and cognitive adaptability. The responses of 180,114 students from the 26 OECD countries that completed the PISA 2018 global competence section were included as a sample. The empirical results indicate that the more curriculum covers global competence-related topics, the better it predicts different perspectives of global competence. The tested hypotheses revealed a significant relationship between curriculum supporting global competence and each studied perspective of global competence.
TopCurriculum And Perspectives Of Global Competence
This section focuses on creating a conceptual background for empirical testing. At first, the central theoretical constructs covering both curriculum supporting global competence as well as different perspectives of global competence are introduced. At the end, a proposal for a conceptual model integrating these introduced theoretical constructs is introduced.
Key Terms in this Chapter
Global Competence: A framework created by OECD to cover competences for people to live in a globally connected world.
Large-Scale Assessment: Wide-ranging and comprehensive assessment allocated to large numbers of students.
Curriculum: Curriculum covers instructional goals and implementation of studies. Some countries allow educators more autonomy, while in other countries curricula may be tightly standardized.
PISA: Program for International Student Assessment.