Construcción conceptual de la competencia global en educación

  1. Sanz Leal, María 1
  2. Orozco Gómez, Martha Lucía 1
  3. Toma, Radu Bogdan 1
  1. 1 Universidad de Burgos

    Universidad de Burgos

    Burgos, España


Teoría de la educación

ISSN: 1130-3743

Year of publication: 2022

Volume: 34

Issue: 1

Pages: 83-103

Type: Article

DOI: 10.14201/TERI.25394 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Teoría de la educación


Global competence as a learning objective has become relevant since its inclusion in the Programme for International Student Assessment (PISA). Such competence is built on different models of global education, such as intercultural education, global citizenship education and education for democratic citizenship. Despite the growing interest in this competence, there are several issues requiring deep reflection, such as: What is global competence? How has it been constructed? From which approaches are the discursive processes for its construction based? and What does intercultural education contribute to this construct? To answer these questions, this paper discusses the background, conceptualizations, approaches and theories on which the concept has been built. It has been found that the instrumentalist approach to social efficiency has predominated in the conceptualization, (at least as the underlying approach), as opposed to an approach of social re-constructionism that usually appears in the foreground and that on many occasions global competence and intercultural competence are used without distinction due to the importance that the latter has for global competence. Nonetheless, it can be noted that the trend at international level is to adopt the use of global competence as it is more comprehensive to face the challenges of globalization. Finally, it is highlighted that there are conceptual and measurement challenges and limitations that make difficult comparing the acquisition of this competence at an international and intercultural level and that therefore require more studies that systematically investigate the construction of the concept, its development and measurement.

Bibliographic References

  • Abdallah-Pretceille, M. (2001). La educación intercultural. Idea Books.
  • Aguado, T. (2003). Pedagogía Intercultural. McGraw-Hill.
  • Aguado, T., (2009). El enfoque intercultural como metáfora de la diversidad en educación. En T. Aguado, y M. Del Olmo (Coords.), Educación intercultural: Perspectivas y propuestas (pp. 15-29). Ramón Areces.
  • Aguado, T., y Mata, P. (2017). Educación intercultural. UNED Universidad Nacional de Educación a Distancia. ubu/115964?page=1
  • Allport, G. W. (1954). The nature of prejudice. Addison-Wesley.
  • American Council on International Intercultural Education. (1996). Educating For The Global Community: A Framework For Community Colleges.
  • American Council on Education. (1998). Educating for Global Competence. America’s Passport to the Future.
  • Auld, E., & Morris, P. (2019). Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation? Policy Futures in Education, 17(6), 677-698.
  • Banks, J. A. (2014). Diversity, group identity, and citizenship education in a global age. Journal of Education, 194(3), 1-12.
  • Barrows, et al. (1981). College students’ knowledge and beliefs: A survey of global understanding.
  • Bennet, M. J. (1986). Approach To Training. Intercatural Relations, 10, 179–196.
  • Boix-Mansilla, V., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. Asia Society.
  • Boix Mansilla, V., & Wilson, D. (2020). What is Global Competence, and What Might it Look Like in Chinese Schools? Journal of Research in International Education, 19(1), 3-22.
  • Castejón, A., y Pàmies, J. (2018). Los agrupamientos escolares: expectativas, prácticas y experiencias. Tendencias Pedagógicas, 32, 49-64.
  • Comisión Europea (CE). (2006) Recomendación del parlamento europeo y del consejo de 18 de diciembre de 2006 sobre las competencias clave para el aprendizaje permanente (2006/962/CE)
  • Cornejo, M. J., y Gómez-Jarabo, I. (2018). Desarrollo de la competencia global en la formación del maestro. El caso de la asignatura Practicum. Innovación educativa, (28), 233-248.
  • Curran, K. (n. d.). Global competencies that facilitate working effectively across cultures.
  • Cushner, K. (2011). Intercultural research in teacher education: An essential intersection in the preparation of globally competent teachers. Action in Teacher Education, 33(5-6), 601-614.
  • Deardorff, D. K. (Ed). (2009). Intercultural competence. SAGE Publications.
  • Delors, J. et al. (1996). La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la educación para el siglo XXI. Santillana.
  • Deng, Z., & Luke, A. (2008). Subject Matter: Defining and Theorizing School Subjects. The SAGE handbook of curriculum and instruction, 66-87.
  • Doerr, N. M. (2020) ‘Global competence’ of minority immigrant students: hierarchy of experience and ideology of global competence in study abroad. Discourse: Studies in the Cultural Politics of Education, 41(1), 83-97.
  • Engel, L. C., Rutkowski, D., & Thompson, G. (2019). Toward an international measure of global competence ? A critical look at the PISA 2018 framework. Globalisation, Societies and Education, 17(2), 117-131.
  • García, M. E. (2008). La evaluación por competencias en la educación superior. Profesorado. Revista de Currículum y Formación Del Profesorado, 12(3), 1–16.
  • García-Beltrán, E., Bueno, A., y Teba, E. (2019). Uso del modelo CCR en la investigación sobre competencia global. En Larragueta, M (coord), Educación y transformación social y cultural (pp. 361-380) Universitas.
  • Goren, H., & Yemini, M. (2017). Global citizenship education redefined–A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170-183.
  • Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health information & libraries journal, 26(2), 91-108.
  • Guirao Goris, Silamani J. A. (2015). Usefulness and types of literature review. Ene, 9(2). https://
  • Grotlüschen, A. (2018). Global competence–Does the new OECD competence domain ignore the global South? Studies in the Education of Adults, 50(2), 185-202. .1080/02660830.2018.1523100
  • Hajisoteriou, C., y Angelides, P. (2016). The Globalisation of Intercultural Education. The Politics of Macro-Micro Integration. Palgrave-Macmillan.
  • Hajisoteriou, C., & Angelides, P. (2020). Examining the nexus of globalisation and intercultural education: theorising the macro-micro integration process. Globalisation, Societies and Education, 18(2), 149-166.
  • Hanvey, R. (1975). An Attainable Global Perspective. Center for Global Perspectives.
  • Heras, R., Vila, J., y Medir, R. M. (2019). Estrategias educativas para comprender y actuar en el mundo actual. Papeles de Trabajo Sobre Cultura, Educación y Desarrollo Humano, 15(3), 73–83.
  • Hernández, R., Fernández, C., y Baptista, P. (2010). Metodología de la investigación. McGrawHill. 5ª ed.
  • Hunter, W. (2004). Knowledge, skills, attitudes, and experiences necessary to become globally competent. Tesis para doctorado. Lehigh University.
  • Hunter, B., White, G. P., & Godbey, G. C. (2006). What does it mean to be globally competent? Journal of Studies in International education, 10(3), 267-285. https://doi. org/10.1177/1028315306286930
  • Kim, J. J. (2019). Conceptualising global competence: situating cosmopolitan student identities within internationalising South Korean Universities. Globalisation, Societies and Education, 17(5), 622-637.
  • Lambert, R. (1993). Educational Exchange and Global Competence. International Conference on Educational Exchange. Council on International Educational Exchange. https://files.
  • Leal, M. (2016). Dinámicas de identidad y educación intercultural en contextos urbanos. Opción, 32(11),787-807
  • Ministerio de Educación y Formación Profesional [MEFP] (2020). Informe español, versión preliminar. Competencia global PISA 2018. Secretaría General Técnica.
  • Nordin, A., & Sundberg, D. (2016). Travelling concepts in national curriculum policy-making: the example of competencies. European Educational Research Journal, 15(3), 314-328.
  • OCDE. (2005). The definition and selection of key competencies [Executive Summary] https://
  • OCDE. (2014). PISA 2018 Framework plans: 38th meeting of the PISA governing board. Statistics, December, 1–13.
  • OCDE. (2018). Preparar a nuestros jóvenes para un mundo inclusivo y sostenible. PISA 2018 Marco de Competencia Global. Estudio PISA.
  • Olson, C., & Kroeger, K. R. (2001). Global Competency and Intercultural Sensitivity. Journal of studies in international education, 5(2), 116-137.
  • Ortiz-Revilla, J., Adúriz-Bravo, A., y Greca, I. M. (en prensa). Conceptualización de las competencias: Revisión sistemática de su investigación en educación primaria. Profesorado. Revista de Currículum y Formación Del Profesorado.
  • Parkhouse, H., Tichnor-Wagner, A., Cain, J. M., & Glazier, J. (2016). «You don’t have to travel the world»: accumulating experiences on the path toward globally competent teaching. Teaching Education, 27(3), 267-285.
  • Reimers, F. (2010). Educating for Global Competency. En J. Cohen & M. Malin (Eds.), International perspectives on the goals of universal basic and secondary education. (pp.183- 202). Routledge.
  • Sälzer, C., & Roczen, N. (2018). Assessing Global Competence in PISA 2018: Challenges and Approaches to Capturing a Complex Construct. International journal of development education and global learning, 10(1), 5-20.
  • Santander, P. (2011). Por qué y cómo hacer Análisis de Discurso. Cinta de Moebio, (41), 207-224.
  • Schiro, M. S. (2013). Curriculum theory: conflicting visions and enduring concerns. Sage Publications.
  • Schmidt, V. A. (2015). Discursive institutionalism: understanding policy in context. In F. Frank Fischer, D. Torgerson, A. Durnovà, & M. Orsini (Eds.), Handbook of critical policy studies (pp. 187-205). Edward Elgar Publishing.
  • Tahirsylaj, A., & Sundberg, D. (2020). The unfinished business of defining competences for 21st century curricula—a systematic research review. Curriculum Perspectives, 40(2), 131-145.
  • UNESCO. (2015). Declaración de Incheon para la Educación 2030.
  • Wilson, M. S., & Dalton, M. A. (1997). Understanding the demands of leading in a global environment: A first step. Issues and Observations, 17(1/2), 12-14.