Cultivating Global Competence : Connecting personal, intergenerational, and educational perspectives
Mäntyneva, Mikko (2026)
Tampere University
2026
Kasvatus ja yhteiskunta -tohtoriohjelma - Doctoral Programme of Education and Society
Kasvatustieteiden ja kulttuurin tiedekunta - Faculty of Education and Culture
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Väitöspäivä
2026-01-23
Julkaisun pysyvä osoite on
https://urn.fi/URN:ISBN:978-952-03-4335-4
https://urn.fi/URN:ISBN:978-952-03-4335-4
Tiivistelmä
The overall aim of this study is to investigate how individual, intergenerational, and educational perspectives interact to develop students’ global competence. In our interconnected world, schools must prepare students to deal with global challenges. This research identifies the key knowledge, skills, and attitudes needed to engage with global issues and diverse cultures. It shows how these can be developed across different levels of influence. The study uses PISA 2018 Global Competence data to examine global competence development. These data measure nine distinct constructs related to students' knowledge, skills, and attitudes to global and intercultural issues.
The study does this by answering three research questions:
1. How are different dimensions of global competence interrelated among students?
2. How do parents' global competence dimensions relate to corresponding dimensions in their children?
3. How are school-based global learning experiences associated with students' global competence dimensions?
The research data comprises responses from 180,144 students from 26 OECD countries who participated in the Global Competence section of PISA 2018. Additionally, to investigate the intergenerational transmission of global competence from parents to their children, one sub-study examined 34,088 parent-child dyads from seven OECD countries, providing insights into familial influences on global competence development. The principal analysis method applied was structural equation modeling (SEM).
The findings indicate that global competence is associated with both school-based experiences and intergenerational relationships. The results show that exposure to global competence themes in teaching is associated with students' cultural interest and global awareness. The research identifies strong intergenerational patterns, where parents' perspectives on global issues, cultural interests, and attitudes toward immigrants are significantly related to corresponding dimensions in their children. The findings moreover suggest that students' interest in learning about other cultures is associated with other aspects of global competence, including global awareness, sense of agency, and intercultural communication awareness. These findings highlight the complex nature of global competence through the interplay of individual and intergenerational factors. This research contributes to both the theoretical understanding and the practical implementation of global citizenship education and global competence by examining how different perspectives interact in its development.
The study does this by answering three research questions:
1. How are different dimensions of global competence interrelated among students?
2. How do parents' global competence dimensions relate to corresponding dimensions in their children?
3. How are school-based global learning experiences associated with students' global competence dimensions?
The research data comprises responses from 180,144 students from 26 OECD countries who participated in the Global Competence section of PISA 2018. Additionally, to investigate the intergenerational transmission of global competence from parents to their children, one sub-study examined 34,088 parent-child dyads from seven OECD countries, providing insights into familial influences on global competence development. The principal analysis method applied was structural equation modeling (SEM).
The findings indicate that global competence is associated with both school-based experiences and intergenerational relationships. The results show that exposure to global competence themes in teaching is associated with students' cultural interest and global awareness. The research identifies strong intergenerational patterns, where parents' perspectives on global issues, cultural interests, and attitudes toward immigrants are significantly related to corresponding dimensions in their children. The findings moreover suggest that students' interest in learning about other cultures is associated with other aspects of global competence, including global awareness, sense of agency, and intercultural communication awareness. These findings highlight the complex nature of global competence through the interplay of individual and intergenerational factors. This research contributes to both the theoretical understanding and the practical implementation of global citizenship education and global competence by examining how different perspectives interact in its development.
Kokoelmat
- Väitöskirjat [5189]