To explore what tutors really meant by global competence development, they were asked what opportunities their students have in their lessons to develop the above-mentioned knowledge, skills, and attitudes. All the tutors said that they do bring global, local, and intercultural issues into class to discuss, and they also deal with current issues. Even though they deliberately bring in different topics, other issues generally crop up and when they do, the tutors usually address them. However, they do not include these topics systematically and the aim of developing students’ global competence is not emphasised (more about what topics tutors discuss in their classes and what influences their decision about how they do so is in Section 4.2).

Ulrich, Ráhel, Iván and Kristóf also pointed out that the fact that students can choose their own topics to bring in for discussion can also contribute to GCD. Ulrich, for instance, has news circle activities, where students have to talk about a news item they have read for the lesson, share their reflections on it and comment on each other’s news items. With this activity, he tries to “force students to read” (T/U-11) and make them take a stand. The other tutors also find it important to make their students take a stand in connection with anything. Kristóf, for example, uses a strategy by the Toastmasters public speaking club, called PREP (point, reason, example, point). When presenting their views or starting a speech, the students should rely on this structure, and first present their point clearly, then, explain the reason why they chose the subject, then, illustrate their point with examples and end their speech with a clear point again in summary. As he argued, this structure is easy to use and helps the students to first, organise their ideas and then, express their views. Ráhel, Kristóf and Iván all use student presentations as well and through these presentations, they teach presentation and public speaking skills and teach the students how to research reliable information on the internet. Debating also emerged as a popular tool for developing students’ global competence (SI, SK, SM, SR). Magda mentioned that she usually gives the students some thinking time to prepare for these debates and the students can even use their phones to research information.