Teaching Global Competence in College: Challenges & Strategies
This paper examines the importance of developing global competence among college students in an increasingly interconnected world. Drawing on recent scholarship, it defines global competence as a set of skills encompassing cultural awareness, knowledge of global issues, and intercultural communication. The paper identifies major barriers to effective global competence instruction — including shortages of trained teachers and the high cost of exchange programs — and evaluates alternative approaches. In particular, it highlights technology-mediated cultural competence instruction and gamified e-learning platforms as promising, cost-effective strategies for preparing college students to function as informed and engaged global citizens.
- Introduction: The Case for Global Competence: Defines global competence and its importance for college students
- Challenges in Global Competence Instruction: Examines teacher shortages and high cost of exchange programs
- Technology-Mediated Approaches to Cultural Competence: Proposes gamified e-learning as a cost-effective alternative
- Conclusion: Calls on educators to address barriers and adopt strategies
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What makes this paper effective
- The paper grounds its argument in a clear, working definition of global competence before discussing challenges, giving readers necessary context.
- It moves logically from problem identification (teacher shortages, cost barriers) to solution proposals (technology-mediated instruction, gamified platforms), creating a coherent problem-solution structure.
- Direct quotations from peer-reviewed sources are integrated smoothly and attributed consistently, lending credibility to each claim.
Key academic technique demonstrated
The paper demonstrates effective synthesis of multiple sources to build a cumulative argument. Rather than summarizing each source in isolation, the author uses Majewska (2022) to establish the conceptual foundation, Haughton and Schodl (2020) to identify practical barriers, and Leung et al. (2021) to propose a concrete technological solution — each source advancing the argument one step further.
Structure breakdown
The paper opens with a definition and rationale for global competence, then transitions into a discussion of instructional challenges, followed by an analysis of technology-mediated alternatives. A brief conclusion recaps the core argument and calls on educators and administrators to act. The structure is linear and straightforward, appropriate for a short argumentative essay at the undergraduate level.
Introduction: The Case for Global Competence
The relevance of developing global competence cannot be overstated, particularly given that we live in what has been widely described as a global village. As a consequence, it is essential to ensure that college students possess the skills they need to be effective global citizens. According to Majewska (2022), global competence remains one of the most crucial 21st-century, competency-based skills. At the outset, it is useful to establish a concise definition of the term. In basic terms, global competence can be understood as the set of skills and capabilities that enhance a person's ability to succeed and thrive on the global stage. It encompasses the development of awareness about the diverse cultures of the world and issues of global significance, among other things. Majewska (2022) has further defined global competence as "a set of skills centered around a knowledge base about world geography, cultures, global issues, and the skills and character to engage sensibly and effectively in a global setting" (p. 77).
Globally competent college students are likely to be more knowledgeable not only about how the world works, but also about their own place in an increasingly interconnected world. With this knowledge, students can play a more meaningful role in global affairs, further strengthen their abilities as future professionals — particularly with respect to interprofessional collaboration — and become accomplished global citizens. For this reason, there is a clear need to equip college students with the relevant global competence skills and capabilities.
References
Haughton, M. A., & Schodl, M. M. (2020). Preparing students for globalization without traveling: A multi-layered intercultural technology-mediated American and Israeli collaboration. Frontiers in Education, 5(24), 1–11. https://doi.org/10.3389/feduc.2020.00024
Leung, F. Y., Lau, M., Wan, K., Law, L., Kwong, T., & Wong, E. Y. (2021). Promoting students' global perspectives through gamified e-learning platform. Frontiers in Education, 6(61), 1–13. https://doi.org/10.3389/feduc.2021.617680
Majewska, I. A. (2022). Teaching global competence: Challenges and opportunities. College Teaching, 12(2), 75–82.
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