6.1.1.1.1 The Interview Study (Study 1). The participants had no difficulty mentioning 21st-century skills, which they once again enumerated when they were asked about the components of global competence. The participating tutors seem to have a reasonable understanding of global competence, which they link to 21st-century skills, and which they think is essential for global citizens, but they only mentioned a few important elements of the three dimensions (knowledge, skills, and attitudes). When it comes to the knowledge dimension, the PISA framework includes the knowledge of global, local, and intercultural issues and sustainability, which were not specifically mentioned by the participants, instead, they only emphasised knowledge about culture, knowledge of social identity and language knowledge. Nevertheless, two tutors did mention the importance of having global awareness. According to OECD (2018), the skills to understand the world and take action include reasoning with information, efficient and respectful communication, perspective taking, conflict management and resolution and adaptability, some of which were not mentioned in the participants’ answers. For example, empathy and decentring, two sub-skills relating to perspective-taking were only mentioned once, by two different teachers, and references to adaptability were completely missing from their answers. The participants only mentioned one attitude listed by OECD (2018) as well, that of openness and did not refer to respect or global mindedness in their answers.

6.1.1.1.2 The Questionnaire Study (Study 4). In the questionnaire, university tutors working at EFL teacher training institutions, who are also involved in teaching language development courses for first-year students, were asked about their views of global competence development. Like the respondents of the interview study, they also had to enumerate the knowledge, skills and attitudes needed to become a global citizen. As reported in 4.1.2.1, the tutors have a relatively sound understanding of the notion of global competence. Regarding the knowledge component, the knowledge of global issues and knowledge about culture and intercultural relations components were accentuated most, as they figured in approximately two-thirds of the answers. The knowledge about sustainable development, intercultural knowledge and knowledge about socio-economic development and interdependence components were barely mentioned though, thus, the participants seem not to have a complete picture of what the knowledge component of global competence means. Nevertheless, the two new components, which do not figure in the OECD (2018) classification, namely, language knowledge and self-knowledge could be useful new additions to the framework: to communicate effectively and appropriately with people from different backgrounds language knowledge is paramount, and to exercise most of the skills needed for global citizens, such as perspective-taking, conflict management and adaptability, self-knowledge seems to be a prerequisite.