At the end of the interviews, the participants were asked to recall which activity sequences they did with their groups and were asked to say how useful they thought such activity sequences could be for developing students’ global competence. What they seem to have appreciated the most was that the worksheet revolved around materials catering to the students’ needs and interests (B, D, J, K, U). Ubul, for instance, felt that the worksheets offered a fresh take on the topics, and the songs and the awareness-raising questions captured his students’ interest and made them engaged during the lessons. Both Hédi and Bella appreciated that these were ready-made materials, which did not necessitate much preparation from the teacher. Bella and Gloria agreed that it would be useful to create similar materials, however, there is no time and energy for writing materials when one is overworked. Both Hédi and Dorka pointed out that the students were welcoming with the worksheets because they promised a completely different lesson than their regular ones revolving around the coursebook. Lehel and Zsóka were thankful for the worksheets being modular: They could use those parts of the worksheets they deemed suitable for their students and easily leave out the parts they had no time to deal with or that did not seem to be beneficial for their students. Apart from these factors, the teachers mentioned that these worksheets were useful for raising their students’ awareness of different issues (I), they enabled their students to talk about complex issues (G), the students could acquire practical knowledge (K) from them and that they appreciated working with authentic materials (B).