Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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5. Secondary School Teachers’ Views and Practices Concerning GCD – Presentation of the Results from the Secondary School Context
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5.1. Secondary School Teachers’ Views on Global Competence Development
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5.1.1. Results of the Interview Study
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5.1.1.2. The Components of Global Competence

5.1.1.2. The Components of Global Competence

Jegyzet elhelyezéséhez, kérjük, lépj be.!

After the participants had listed what knowledge, skills and attitudes are needed on the 21st-century labour market, I read out my definition of global competence.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

According to my definition, global competence comprises the knowledge, skills and attitudes which enable students to succeed in the 21st century labour market and empower them to live as democratic, active, conscious, and globally aware citizens. For the latter, the literature uses the term global citizen.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Then, they were asked to list what knowledge, skills and attitudes global citizens have. The detailed results from the participants’ answers can be seen in Table 5.2. Just as in the previous case, the components multiple participants mentioned figure in the first row (with the number of mentions in brackets) and ones only one person mentioned appears in the second row.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.2 The Components of Global Competence According to the Participants of the Interview Study among Secondary School Teachers
Knowledge
Skills
Attitudes
Being well-informed (about local institutions, political systems, global issues) (6)
Geographical knowledge, local knowledge (4)
Knowledge about the world and global problems (3)
Historical knowledge (3)
Language (mostly English) knowledge (2)
Cooperation and social skills (5)
Communication skills (4)
Expressing one’s opinion (3)
Critical thinking (2)
Evaluating information (2)
Problem-solving (2)
Intercultural skills (2)
Openness (7)
Tolerance (4)
Adaptivity (3)
Curiosity (2)
Knowledge about current political affairs
Cultural knowledge
Basic knowledge of economics
Basic knowledge of literature
Self-knowledge
ICT skills
Creativity
The ability to ask questions
Presentation skills
Conflict resolution
Systems thinking
Multi-tasking
Literacy
Taking the initiative
Positivity
Critical attitude
Being organised
Reliability
Being conscious
Local patriotism
Proactivity
Self-assertion
De-centring
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Once again, the knowledge component turned out to be the most difficult one to define for the participants, many did not even answer the question first, or they elaborated only after being asked again. What emerged from their answers is that they thought a global citizen should be well-informed; however, well-informedness entailed different meanings for the interviewees. Many of them thought that a global citizen should be knowledgeable and well-informed about local and global political systems, and others thought they should be well-informed about the world and global problems. According to some of them, it is important to have some historical knowledge (mostly to see through the connections), but the importance of geographical knowledge was also emphasised. Language knowledge, basic knowledge of literature, and economics and self-knowledge also figured among the answers given by the respondents.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Regarding the skills, all the components they had previously mentioned among 21st-century skills were listed by the participants; nevertheless, here, many of them underlined the importance of cooperation, communication, and critical thinking. They also reflected on the problem of fake news, and among the answers, they listed the necessity of evaluating information, and the ability to “distinguish between reliable and unreliable information, information that does not exactly reflect reality” (T/L-6). As Szilveszter saw it, the problem lies in the fact that even though the students know that they are not going to get all their information from school, “there is chaos in their heads, or they don’t read up on things”, so it is the teacher who should clear it up (T/SZ-4). According to him, teachers’ most important job now is to organise information in students’ heads and to teach them how to think in systems. The value of expressing one’s opinion came up in several interviews. As Leó put it, even though it is inevitable for students to be able to work with others, it is also important to be “able to show who they are”. He went on by saying that
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

here in Hungary, this is quite a big issue, as in this educational system, we want to pour knowledge into students’ heads… and we forget to ask their opinion, what they think about certain issues. I think it is essential to put time and energy into the individual as well… to listen to them, so that they feel they are part of something. And we really need to show them how to be a part of something (T/L-6).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In connection with the attitudes, the first answer that came to the respondents’ mind was openness, but some of them mentioned curiosity, tolerance and adaptivity as well. Other characteristics they individually listed included a critical attitude, positivity, proactivity, and local patriotism.
 
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