Global Competence Education for Police Officers

In today’s interconnected world, students must do more than just respect other cultures; they must also grasp global issues to become truly globally competent. This study explored students’ perspectives on the “why” and “how” of promoting global competence. Utilizing a descriptive qualitative approach, five themes were discovered through analysis of primary and secondary data sources, including virtual interview transcripts of 13 class leaders in the Purposive Communication course, essays, reports, and journals. Three themes emerged concerning the “why” of promoting global competence: gateway to career opportunities, inspiring a sense of social responsibility, and nurturing intercultural relationships. As for the “how,” two themes surfaced: the use of technology-infused strategies (TIS) and non-digital methods (NDM). These themes comprehensively addressed the three core aspects of global competence: knowledge, skills, and attitudes. The findings of this study can provide the basis for integrating global competence into the General Education Curriculum’s course objectives or outcomes. Additionally, they offer valuable insights for creating instructional materials to enhance global competence.

Purpose This study examines how international experiences, both academic and work-based, contribute to the development of global citizenship in engineering students, hypothesizing that each plays a distinct yet complementary role in fostering professional and personal growth. Design/methodology/approach A structured questionnaire was administered to a sample of Mexican engineering students participating in the GIGAKU Global Project – an international program blending academic learning with work-based experiences. The data were analyzed using SPSS to assess the impact on key competence areas. Findings Results indicate that students experienced the greatest development in non-technical skills, followed by attitudinal and technical competencies. Notably, enhanced areas included research skills, learning to learn, collaboration, analytical thinking, global awareness, social responsibility and personal engagement. Research limitations/implications The study's findings are constrained by a small sample limited to Mexican engineering students, which may affect generalizability. Emphasizing European and global frameworks may also limit applicability to other contexts. Broader, comparative studies are recommended. Practical implications The findings offer practical guidance for embedding global competence and sustainability in engineering curricula, informing course design, accreditation and institutional policy. Social implications This research promotes the formation of socially responsible engineers capable of addressing global challenges through inclusive, ethical and sustainable solutions. Originality/value This study presents an original synthesis of global citizenship education (GCE) within engineering by integrating sustainability goals, work-based learning and competency frameworks. It connects conceptual models with applied practices, offering fresh insights into developing globally competent engineers.

In recent months, there has been heightened attention to global education on the part of government, education, and industry. These sectors of our society recognize that global education is not a question of need in U.S. schools; we are far beyond the point of urgency in preparation of students who are well equipped to live and thrive in our 21st-century global society. The question is: What are we going to do about it?While it is certainly heartening for world language pro- fessionals to witness the increased interest in changing the education experience for students in PK-16 so that all students in U.S. schools have the opportunity to become globally prepared citizens, this goal has long been a part of our belief system. We value global education and hold firm to the belief that languages are the core of global preparation; the study of languages makes global competence possible. Therefore, how can we ensure as a profession that our students have access to experiences that will enable them to reach global competence?Several collaborative projects and initiatives are underway that will have a significant impact on ACTFL's work to raise public awareness of the major role of PK-16 language study in the development of a globally competent citizenry.The Languages for All? conference held September 30, 2013, on the campus of the University of Maryland convened more than 150 educators, policy makers, researchers, and experts in national intelligence to discuss the question of how the United States can make languages a reality for all students in PK-16. Participants at this forum, organized by the University of Maryland Center for Advanced Study in partnership with ACTFL, responded to the white paper written by experts in our field that cites evidence of the increased demand for languages other than English in the past 10 years and the failure of schools to prepare students with these critical skills (Brecht et al., 2013).U.S. Secretary of Education Arne Duncan raised similar concerns at the opening event of International Education Week on November 18, 2013, saying,Today, a nation's prosperity depends on its people's ability to thrive in the global marketplace. This is true for the U.S. and for our neighbors across the globe. What's more, in a nation as diverse as ours, the ability to interact comfortably and confidently with people of all backgrounds and points of view is critical. And that makes it more important than ever to provide all students with a well-rounded, world-class education-including opportunities to gain global competencies and world language skills; to understand other cultures; and to study abroad. (U.S. Department of Education, 2013, n.p, italics in original)Secretary Duncan's introductory remarks launched Mapping the Nation: Making the Case for Global Competency, an interactive map predicated on North Carolina's Center for International Understanding's work and produced by the Asia Society, the Longview Foundation, and SAS. This online resource shows the nation's global competitiveness based on data on economics, demographics, and education in each state and county (Asia Society; 2013; see http://mappingthenation. …

This paper proposes an ethical foundation of global competence and highlights its educational implications by critiquing the conception promoted by the Organisation for Economic and Co-operation and Development (OECD). It is contended that OECD’s formulation of global competence presupposes neo-liberal ideas and pays insufficient attention to ethical concerns, especially those originating from the Global South. Drawing upon Confucian thought, it is argued that Confucius predicates global competence upon an ethical way of being that revolves around who we are and how we are connected to others in the world. The normative basis of global competence are ren (humanity) and shu (empathy) that advance the collective good of all human beings. As for educational implications, Confucian perspectives foreground the dispositional and moral aspects of global competence, as well as the importance of social justice education. Such a construct guides and motivates globally competent individuals to balance critical thinking and empathic concern.

This paper sets forward the [Programme for International Student Assessment] PISA framework for global competence developed by the OECD, which aligns closely with the definition developed by the Center for Global Education at Asia Society. Globally competent youth: (1) investigate the world beyond their immediate environment by examining issues of local, global, and cultural significance; (2) recognize, understand, and appreciate the perspectives and world views of others; (3) communicate ideas with diverse audiences by engaging in open, appropriate, and effective interactions across cultures; and (4) take action for collective well-being and sustainable development both locally and globally. Based on the Center's extensive experience supporting educators in integrating global competence into their teaching, the publication also provides practical guidance and examples of how educators can embed global competence into their existing curriculum, instruction, and assessment.

In the twenty-first century, teachers and those who are preparing to become teachers are situated in a global and technological context. Such context necessitates that high quality teachers help to equip their learners to navigate an interconnected and interdependent world. Society's interconnectedness and interdependence means that the decisions made by an individual and a community affect the lives of other human beings around the world (Herrera, 2012). Being globally competent means understanding how the world is interrelated and the ways people can make a difference each other's lives. The purpose of this chapter is to describe and report on ways to develop globally competent teachers. The chapter also reports on the authors' empirical studies related to international perspectives on teacher preparation and the development of global competencies. The chapter concludes with empirical and practitioner-oriented recommendations for preparing high quality teachers to also be global competent.

Problem Human resource development (HRD) scholars and practitioners have long sought ways to develop employees to meet the needs of globalized workplaces. However, given that many employers expect employees to possess global skills before they begin working, it is incumbent upon HRD educators in higher education contexts to develop and implement innovative programs to enrich global competence, which includes the knowledge, skills, experience, and mindset required for global work. Solution This mixed methods study describes and explores the efficacy of an innovative co-curricular program, the Global Competence Enrichment Program, designed to enhance the global competence of American and international graduate students enrolled at a higher education institution in the United States through a mutual intercultural learning process. Stakeholders Stakeholders include HRD scholars and practitioners as well as organizational leaders interested in designing and implementing HRD programs around global competence enrichment.

This systematic review article focuses on the elements of climate change that have been used to create climate change awareness and hence inculcate sustainable literacy among secondary school students as well as actions that have been undertaken to nourish students’ global competencies on climate change. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was adapted for the review of the current research, which utilised two main databases, namely, Scopus and Web of Science. The findings indicate that 35 articles were successfully selected, and were subsequently critically and systematically analysed. The review has successfully formulated three main themes that were commonly used to create climate change awareness among schoolchildren: effects of climate change, factors affecting climate change, and mitigation plans in handling climate change issues. The review has also revealed four major themes and actions that have been used as platforms towards instilling global competencies towards climate actions; indeed, the findings of this systematic review will provide meaningful information, especially to educators as well as decision-makers in developing more effective, efficient, and sustainable strategies that will shape future globally competent citizens in mitigating and adapting climate change issues and problems.

The importance of global and intercultural competence across various fields has become increasingly evident. Since the COVID-19 health crisis, one approach that has gained acceptance in academia is Virtual Exchange, which facilitates interaction between students and academics from different geographical locations. The construct of Global Competence is understood to encompass three dimensions: Self-Awareness, Intercultural Competence, and Global Knowledge. Additionally, three types of motivation are identified: Mandatory, Rewarded, and Self-motivation. However, little is known about how students' motivation to participate in Virtual Exchange acts as a moderating factor in relation to the dimensions of Global Competence. This study aims to measure the moderating effect of students' motivation on Global Competence using the Multivariate Analysis of Variance (MANOVA) technique. The analysis modelled the relationship between Global Competence, its three dimensions, and the three types of motivation. Data were collected through a questionnaire administered to higher education students from various countries who had participated in virtual exchange projects. The study’s results indicate a significant moderating effect of students' motivation to participate in Virtual Exchange projects on Global Competence, specifically within the Intercultural Competence dimension. No significant effects were found for the Self-Awareness and Global Knowledge dimensions. The findings suggest that students who expect to be rewarded for participating in Virtual Exchange programs show better results in the development of Intercultural Competence. In contrast, lower results are anticipated for students whose participation is motivated by mandatory requirements or self-motivation.

This study utilized an ex post facto explanatory sequential mixed methods research design to explore how a short-term study abroad in Jamaica may have influenced participants’ empathetic dispositions related to globally competent teaching practices. The study employed Tichnor-Wagner et al.’s (2019) Globally Competent Teaching and Learning Continuum, an independently validated research instrument, to assess participants’ self-rated empathy development. Data were collected through an online questionnaire from pre-service, in-service, and other agricultural educators (n = 36), followed by four focus groups. Findings were framed within Mezirow’s Transformative Learning Theory (TLT), which emphasizes empathy as a component of transformation and global competency development. Results indicated that study abroad experiences may have contributed to increased empathy and recognition of diverse perspectives, though pre-service teachers reported lower confidence in applying these competencies. Findings highlight the role of transformative experiences in fostering globally competent educators and suggest strategies for enhancing empathy-focused training in teacher preparation programs.

In response to the increasing demand for graduates who are not only proficient in their field but also possess critical thinking skills and global competence, this study investigates the impact of innovative assessment practices on English as a Foreign Language (EFL) learners in Algerian higher education institutions. With the evolving landscape of education, traditional assessment methods are being increasingly replaced by more dynamic, learner-centered approaches aimed at fostering 21st century skills. This research employs a descriptive mixed-methods design, combining quantitative and qualitative data to explore the perceptions of 20 EFL instructors and 150 students across five Algerian universities. The study focuses on alternative assessment strategies such as project-based learning, digital portfolios, and peer assessments. Through a combination of student questionnaires, instructor interviews, and document analysis of student portfolios and project work, the research investigates the effects of these innovative methods on student engagement, critical thinking, and the development of global competence. The results reveal the positive influence of non-traditional assessments on learner motivation, analytical abilities, and intercultural awareness. Additionally, the study assesses the challenges faced by instructors and institutions in implementing these approaches and provides recommendations for enhancing their effectiveness. The findings suggest that innovative assessment practices play a crucial role in preparing EFL students for the demands of the globalized world, contributing to both their academic success and their ability to engage meaningfully in diverse, international contexts.

In the 21st Century, innovative strategies played a pivotal role in reshaping Islamic education management to meet the demands of global competence. This abstract encapsulates the transformative journey undertaken by Islamic educational institutions. Islamic education faced numerous challenges, including outdated curricula, limited access, and insularity. However, forward-thinking institutions began embracing technology and e-learning, creating dynamic, online Islamic courses that transcended geographical boundaries. Global competence became the focal point as educators sought to prepare students in Islamic theology and a broader context. This led to curricula integrating traditional Islamic knowledge with contemporary subjects, fostering a more holistic educational experience. Moreover, inclusivity and diversity were prioritized, creating inclusive environments that welcomed students from diverse backgrounds. These initiatives, rooted in the principles of Islam, promoted intercultural understanding and tolerance. Successful implementation cases, such as pioneering institutions, highlighted the profound impact of these strategies. They witnessed increased enrollments, improved student performance, and globally competitive graduates. In conclusion, these innovative strategies have reinvigorated Islamic education management, aligning it with the demands of the 21st Century. They have paved the way for a more globally competent generation of students, poised to navigate an increasingly interconnected world while remaining grounded in Islamic values.

The living in 21st century’s global world has a great impact on various aspects of life in interdependent society. Teachers and educators are expected to be well prepared to teach in classrooms characterized by diversity in culture, language, abilities and other characteristics of pupils. The other challenge for teachers is to support development of new competences of pupils, competences, which enable them to understand global world and to be active participants in new living conditions. The task of teacher training institutions is to find the ways how to prepare globally competent teachers, as their training as well as a real educational practice has always been connected to the existing socio-historical context. The authors of presented paper pointed out some issues linked to the global competence of teachers and the requirements of globally competent students. The paper is focused on the importance of internationalization of future teachers’ preparation. Based on collected empirical data, the authors present possible ways, outcomes and benefits of international study stays of students (prospective teachers) for their professional growth, teachers’ competences and personal development.

Current Perspectives on Intercultural and Global Competence offers a compelling exploration of the evolving landscape of intercultural and global competence through a variety of lenses. This insightful book delves into the complexities of navigating the practical implications of getting along together across difference and similarity. With collective contributions from scholars and practitioners worldwide, this book presents a diverse array of perspectives from different disciplines, contexts, languages, and cultures. Through rich discussion and insights, contributors to this book invite readers to engage in delving further into the complexities of the crucial understanding needed to thrive in today’s interconnected and yet often polarized world.

This research investigates diversity pedagogy in early childhood education, its teachings, and the development of global competence construction for young children. Global competence, the ability and inclination to take action on global issues of relevance, is increasingly accepted as an essential aspect of preparing students for life in a globally networked world. The data collected from early childhood educators, students, and parents in the ECSSN show how they are addressing these goals with their service-learners; findings show what it looks like when a student focuses on global competence as an objective versus when one does not focus on it, and the challenges met while teaching for global competence. Key Findings, It is clear from within the work that whilst the student teachers are ‘mindful’ and responsive to expectations, there are some major challenges in respect of resourcing limitations and inadequate teacher education on one hand, and external barriers within a course (curriculum) for more effective ‘planful weaving through’ of internationalizing practices. The research indicates that project-based learning, cooperative learning, and culturally responsive teaching are promising approaches, but more training and resources, not less-flexible curricula, may be needed. The article concludes with recommendations for teacher preparation, policy, and future research so that teachers and schools may be better equipped to meet the demands of developing global competence among this young population.