defined as a worldview, in which one sees him/herself connected to the community and feels a sense of responsibility for its members (Hansen, 2010)

PISA 2018 assessment of global competence has two components: 1) a cognitive test exclusively focused on the construct of "global understanding"; and 2) a set of questionnaire items collecting self-reported information on students' awareness on global issues and cultures, skills (both cognitive and social) and attitudes, as well as information from schools and teachers on activities

For global education to translate abstraction into action, there is a need to integrate global issues and topics into existing subjects (Klein, 2013; UNESCO, 2014).

the ability to use knowledge to find meaning and connection between different pieces of information and perspectives.

-Group-based cooperative project -Class discussion -Service learning -The Story Circle Approach Other types of intercultural engagements involve simulations, interviews, role plays and online games.

contribute to global competence because they constitute critical filters through which individuals process information about other cultures and decide how to Engage with others and the world.

Aims to address issues of globalization, racism, diversity and social justice (Guo, 2014). It requires awareness and action, consistent with a broad understanding of humanity, the planet. And the impact of a human decision on both. It also aims to empower students with knowledge and take action to make a positive impact in the world and their local community

1. The capacity to evaluate information 2. The capacity to analyze multiple perspectives 3. The capacity to understand differences 4. The capacity to evaluate actions and consequences

Dimension 1: Examine Issues of local, global and cultural significance Dimension 2: Understand and appreciate the perspectives and world views of others Dimension 3: Engage in open, appropriate and effective interactions across cultures Dimension 4: Take action for collective well-being and sustainable development

The framework depicts the four dimensions of global competence encompassing the development of:

Every classroom contains students of different races, religions and cultural groups. Guo (2014) averred that students embrace diverse behaviors, cultural values, patterns of practice, and communication, yet they all share one commonality, which is their educational opportunity.

A multidimensional capacity that refers to skills, values and behaviors that prepare young people to thrive in a diverse, interconnected and rapidly changing world. It is the ability to become engaged citizens and collaborative problem solvers who are ready for the workforce.

Knowledge About the World and Other Cultures. This can be done through the following strategies (OECD, 2018):

Globally competent behavior requires an attitude of

toward people from other cultural backgrounds involves sensitivity towards curiosity about and willingness to engage with other people and other perspectives on the world (Byram, 2008; Council of Europe, 2016a).

engaging all educators to reflect on teaching topics that are globally significant, the types of skills that foster deeper understanding of the world and facilitate respectful interactions in multicultural contexts, and the attitudes and values that drive autonomous learning and inspire responsible action (OECD, 2018).

a positive regard for someone based on judgment of intrinsic worth. It assumes the dignity of all human beings and their inalienable right to choose their own affiliations, beliefs, opinions or practices (Council of Europe, 2016a).

Consists of the skills and ability to identify the creators of knowledge and their interests (Banks, 1996). To reveal assumptions of knowledge, to view knowledge from diverse ethnic and cultural perspective, and to use knowledge to guide action that will create a humane and just world. (Boutte, 2008).

(1) the prohibition of all types of inhuman treatment, humiliation or degradation by one person over another. (2) the assurance of the possibility for individual choice (3) the recognition of the protection of group identity, culture, and personal dignity (4) the creation of necessary conditions to have the essential needs satisfied

According to it, a global citizen should possess the following characteristics: (1) respect for humans (2) respect for diversity (3) promote sustainable patterns (4) appreciate the natural world

✓ Address issues of globalization, racism, diversity and social justice ✓ Broad understanding of humanity, the planet, and the impact of a human decision on both ✓ Make a positive impact in the world and their local community (General or Entire)

Do when they interact with people from different cultures

Effectively utilizing knowledge about the world and critical reasoning in forming their own opinion about a global issue

Young people's role as active and responsible members of society and refers to individuals' readiness to respond to a given local, global, or intercultural issue or situation

Globally competent people are willing and capable of considering other people's perspectives and behaviors from multiple viewpoints (Open-minded)

✓ Skills, values and behaviors that prepare Young people to thrive in a diverse, interconnected and rapidly changing world ✓ ability to become engaged citizen and collaborative problem solvers who are ready for the workforce (IMMIGRATION)

Knowledge from the diverse ethnic a d cultural perspective, and to use knowledge to guide action that will create a humane and just world (Different Culture)

consists of the skills and ability to identify the creators of knowledge and their interests (Banks, 1996) to reveal the assumptions of knowledge, to view knowledge from diverse ethnic and cultural perspective, and to use knowledge to guide action that will create a humane and just world (Boutte, 2008).

Aims to address issues of globalization, racism, diversity and social justice. It requires awareness and action, consistent with a broad understanding of humanity, the planet, and the impact of a human decision on both

brings attention to diversity, equity and social justice to foster cultural awareness by addressing difficult issues like discrimination and oppression towards other ethnicities (Boutte, 2008).

It aims to empower students with knowledge and take action to make a positive impact in the world and their local community.

A multidimensional capacity. It refers to skills, values, and behaviors that prepare young people to thrive in a diverse, interconnected and rapidly changing world. More so, it is the ability become engaged citizens and collaborative problem solvers who are ready for the workforce.

One commonality of Students despite the differences in races, religion, and cultural groups

A type of individual who can analyze and rationalize local, global and intercultural issues, understand and appreciate different perspectives and worldviews, interact successfully with others, and take responsible action towards sustainability and collective well-being