Even though it was possible to categorize the emerging themes according to the OECD classification, it is important to note that in many categories, the numbers are relatively low, and none of the themes was mentioned by more than half of the participants. Looking at the number of participants who mentioned each component, there are observably some elements that are less accentuated in the answers, meaning that fewer participants understood them as important components of GC. It is also important to note here that 12 out of the 182 participants answered each question either by “I do not know” or “I don’t understand the question”. Considering the knowledge component, as Table S1 shows, there was moderate emphasis put on knowledge about environmental sustainability (n = 29) and knowledge of global issues (n = 28), as only approximately one-sixth of the participants mentioned them, but even less emphasis on intercultural knowledge, which only figured in approximately 8% of the answers. Instances referring to knowledge about culture and intercultural relations (n = 57), knowledge about socio-economic development and interdependence (n = 65), and knowledge about global institutions (n = 40) appeared more frequently in teachers’ answers, in about one-third and one-fourth of them. Another emerging theme worth mentioning is well-informedness, which cannot be put into the OECD categories; nevertheless, 18% of the participants referred to it straightforwardly as an important part of the knowledge component, in line with the answers of the interview study.

Looking at the skills components, there are some observable shifts in emphasis as well. Given that many of the participating language teachers actually believe that foreign language skills are important for global citizens, the component communicating effectively and respectfully received 130 mentions, thus, this emerged as the most commonly mentioned component. Components relating to reasoning with information (n = 83) and perspective taking (n = 70) were mentioned by almost half of the participants. Only about one-sixth of the participants listed skills relating to conflict resolution and management (n = 32) and adaptability (n = 24).

Considering the attitudes, open-mindedness and acceptance were listed by most participants (n = 85). Even though there were many mentions of the openness towards people from different cultural backgrounds (n = 159) component, as it is observable in Table S1, the respect and global mindedness components received less attention.

The participants were also asked to rate on a 5-point Likert scale to what extent they thought they possessed the knowledge, skills, and attitudes they enumerated, i.e., to what extent they regard themselves as global citizens. The participants rather regarded themselves as global citizens than not (M = 3.70; SD = .78), with 13.2% (n = 24) of the participants stating that the characteristics they mentioned were absolutely true for them, 49.5 % of the participants (n = 90) saying that they were quite true for them, 31.9% (n = 58) saying that they were partly true for them, 4.9% (n = 9) claiming they were rather not true for them, and only one participant claimed that these characteristics were not at all true for them.