After discussing what makes a student successful in the 21st century, the participating tutors were shown a definition of global competence and were invited to ponder what makes someone a globally competent citizen or a global citizen. Ulrich also gave his definition of a global citizen, as he put it:

 

The last part of Ulrich’s definition appeared in all four participants’ answers, mostly when it came to enumerating the components of the knowledge dimension of global competence. In connection with the knowledge component, the categories that emerged involve language knowledge (SI, SU), cultural knowledge (SI, SK, SM, SU), knowledge of social identity (SI, SU) and global awareness (SR, SU). Elaborating on social identity, as Iván put it, a global citizen is someone aware of the fact that “a world without any rules is not a global world” and is “someone who knows their place in this global world” (T/SI-13). It is clear from the answers that the four participants have quite different views about the knowledge component of global competence. Iván believed that it entails “knowing not only about what happens locally” (T/SI-13), while Ráhel understood it as “knowing about people’s everyday lives” in different parts of the world (T/SR-9). Just as Ráhel, Ulrich also emphasised cultural knowledge as an inherent feature of GC. Magda elaborated on the importance of having a basic knowledge of people’s cultural background and having just enough lexical knowledge to be able to connect the dots and to be able to navigate information. Kristóf also pointed out the relevance of some basic cultural knowledge, and also added that students should have some knowledge about literature and history, in order “not to repeat history” (T/SK-5).