Interpreting Global Competence in the Classroom

The OECD's introduction of a PISA global competence assessment in 2018 has added international impetus to considering how global competence is incorporated into educational policy and curriculum. As a result, the interpretation and implementation of such curricula becomes the responsibility of classroom teachers. This project examines how classroom teachers in Australia interpret the attributes of global competence and then compares these interpretations with those of classroom teachers overseas.

The research questions guiding this project are:

1. How do teachers interpret the attributes of global competence?
2. In which aspects of classroom practice and environment do teachers identify attributes of global competence?
3. What impact, if any, does cultural context have on teachers' interpretation of the attributes of global competence?
4. If the cultural context impacts teachers' interpretation of the attributes of global competence, how can this impact be described?

This project uses a combination of an online survey, individual interviews and an examination of classroom artefacts. The analysis will require or develop an understanding of thematic coding.