Introduction

Global competence is essential for equipping future citizens to effectively participate in sustainable development activities and contribute to achieving the Sustainable Development Goals (SDGs) (OECD, 2019). Recognizing the importance of fostering responsible action towards sustainable development, modern higher education institutions are increasingly incorporating it into their educational agendas(Auld & Morris, 2019). Traditionally, higher institutions have focused on providing specialized,professionally-oriented majors meet the professional skill demands of students (Huang & Chen, 2013). However, developing courses oriented towards fostering students’ global competence, which demand interdisciplinary approaches and embrace diversity, poses a significant challenge (Mossman, 2018). While there is extensive literature on developing global competence among university students, most of it is based on Western contexts, with limited research and practice reflecting an oriental perspective. This gap highlights the need for a more inclusive and diverse exploration that incorporates Eastern educational contexts and practices, offering a broader, more balanced insights into how to foster undergraduates’ global competence effectively.

Research objective 

This paper introduced an exploratory action research study focused on identifying university-level course design strategies that could substantially elevate the global competence of students from diverse cultural backgrounds. The objective of this research is to explore the pedagogical ways in which the student learning goal of developing global competence can be diffused effectively into the SDG-focused courses. By doing this, this study hopes to offer both theoretical and practical insights into the understanding on the instructional design of university courses, which with a specific focus on addressing undergraduates’ learning needs on global competence. 

Theoretical framework:

Global competence emerged as a concept in the context of globalization to address the needs of international cooperation. At the end of the 20th century, the concept of global competence was first introduced from the perspective of enhancing international understanding (CIEE, 2014). Since then, academic discourse on global competence has intensified, with scholars proposing theoretical frameworks to elucidate it. For instance,Olson and Kroeger (Olson & Kroeger, 2001) divided global competence into three dimensions: knowledge, attitudes, and skills.Subsequently,  Asia Society suggested adding a dimension of behavioral capability to these three dimensions. Later, the OECD proposed a framework for assessing students’ global competence in its 2018 Programme for International Student Assessment (PISA).It defines global competence as a multidimensional lifelong learning goal, encompassing an individual’s capacity to examine local, global, and intercultural issues; to understand and appreciate different perspectives and worldviews; to respect others and interact effectively; and to take responsible action for collective well-being.

The 'Integrated Course Design' model, is a globally recognized framework in the field of instructional design, and widely adopted by educators (Fink, 2005; Branch & Dousay, 2015). This model encompasses three key design elements: (1) Learning Goals, which are the expected student learning outcomes; (2) Teaching and Learning Activities; and (3) Feedback/Assessment. The latter involves both students and teachers using appropriate evaluation methods to ascertain whether the anticipated learning objectives have been met. This includes teachers gathering feedback on student learning outcomes, as well as students receiving feedback based on the teacher's feedback. These elements create a closed loop and establish a mutually supportive relationship. 

This study references the conceptualization of global competence as proposed by the OECD and employed the 'Integrated Course Design' model as a focused theoretical framework to guide the instructional design in this study. global competence is adopted as one of the learning objectives, integrated with subject-specific goals within the framework of course designs. The design of teaching activities is meticulously structured around the the four dimensions of global competence. Throughout the instructional process, formative assessments are utilized as the evidences for evaluating the course design.

Guided by the action research paradigm, this study follows a systematic research process that includes identifying problems, implementing actions, evaluating the results, and then undertaking subsequent actions for continuous improvement. Three lecturers at XXX University, tasked with the instruction of the 'Gender in Development and Education' course, which is pertinent to the Sustainable Development Goals (SDGs), engaged in comprehensive pre-course dialogues. These discussions culminated in the development of a refined instructional model. This model serves as a guiding framework for the meticulous planning of learning objectives, the structuring of teaching activities, and the formulation of student assessment strategies. Prior to starting the course, the researchers administered an online survey to assess the global competence levels of 57 students in the class. Students participating in this course come from 10 different countries. Adopted from the international competence scale for postgraduate students (Hu,2017), the researchers developed the “Self-assessment Questionnaire for International Competence Development Experiences” as a tool to survey students' international experiences prior to commencing the course. Midway through the course, the researchers gathered student feedback using an online open-ended questionnaire to identify the course's strengths and pinpoint areas needing enhancement. Following the completion of the course, the researcher recruited 15 students for an in-depth semi-structured interviews. The interview prompt was designed based on the conceptualization of the global competence. The aim was to investigate students' learning experiences and to evaluate their global competence following the completion of the course. By triangulating the data gathered from various strands, the researchers sought to more precisely uncover the specific pathways by which the course contributed to enhancing the students' global competence levels. Both mid-term and post-course qualitative data were analyzed using thematic analysis, following these steps: familiarization with the data, initial coding, identifying themes, adjusting and refining themes, defining and naming themes, and finally, writing the report, as outlined by Braun and Clarke (2006).

The results indicate that before the course, students’ levels of global competence were relatively low. Graduate students scored significantly higher than undergraduates on the items related to academic exchanges with foreign scholars and students (p<0.05). This may be attributed to the fact that some graduate programs mandate oral presentations at high-level conferences. Furthermore, students from overseas universities scored significantly higher on all items compared to students attending local universities (p<0.05).

The findings suggest that prior to the course, students' levels of global competence were comparatively low.sinor students scored significantly higher than freshmen and sophomores on the items related to international exchanges with foreign teachers and peers (p<0.05). This may be attributed to the fact that senior students had more opportunities and time to participate in international exchange activities.Furthermore, students from overseas universities scored significantly higher on all items compared to students attending Chinese mainland universities (p<0.05). By synthesizing the mid-term feedback with the results from the post-course interviews, the researchers identified that this course, incorporating SDGs, primarily enhanced students’ levels of global competence through the following pathways: 1. Integrating a project-based assignment focused on actual Sustainable Development Goal (SDG) challenges significantly bolstered students' capabilities in comprehending global issues and initiating action. This approach facilitated the development of their skills in critical analysis, problem-solving, and strategic planning. 2. The course content, featuring lectures from project leaders from international organizations, substantially enriched students' knowledge about both global and local issues. 3. By encouraging students to share challenges, practices, and other issues related to Sustainable Development Goals (SDGs) within their communities, the course helped mitigate initial unease and inactivity in group discussions. Furthermore, this strategy enabled students to embrace a range of perspectives and appreciate the diversity of individuals from various cultural backgrounds. This study also identified two challenges that require further attention: 1. Developing students' global competence requires teachers to adopt diverse, inclusive, and participatory teaching formats (Richter&Kjellgren, 2023). The single online model in this study limited the opportunities for students from diverse backgrounds to further communicate and collaborate, negatively impacting their global competence. 2. Some Chinese students expressed opposition to group discussions, citing the challenge of articulating divergent opinions as a key concern.This may be related to the traditional culture norms,which encourage remaining silent as a means to avoid potential awkwardness or conflict with others (Harumi,2011).