|  ISSN: 2757-6116

Original article | Journal of Innovative Research in Teacher Education 2023, Vol. 4(1) 1-16

An investigation into students' perceptions of global competence and their level of being informed about global issues: The Turkey sample of PISA 2018

Mustafa İlhan, Melehat Gezer & Melek Gülşah Şahin

pp. 1 - 16   |  DOI: https://doi.org/10.29329/jirte.2023.531.1   |  Manu. Number: MANU-2211-03-0001.R3

Published online: March 19, 2023  |   Number of Views: 160  |  Number of Download: 476


Abstract

This study aimed at detecting students’ perceptions of global competence and their level of being informed about global issues and investigating the predictive power of students' level of being informed about global issues to their global competence perceptions. Research participants consisted of PISA 2018 Turkey sample. In PISA 2018, while students’ perceptions of global competence were measured by the items under the heading of “How easy do you think it would be for you to perform the following tasks on your own?”, their levels of being informed about global issues were determined by the items under the heading of “How informed are you about the following topics?”. Research results revealed that students’ perceptions of global competence were at the intermediate level while their levels of being informed about global issues were around the threshold value the separates intermediate and advanced level. The effects of gender and grade level on students’ perceptions of global competence and their status of being informed about global issues were found to be statistically significant; however, the calculated eta squared values showed that the aforementioned effects were negligible in practice. We established that 28% of the variance in students’ perceptions of global competence was explained by their level of being informed about global issues, which signifies that practices informing students about global issues significantly support their global competence perceptions.

Keywords: Global competence, Global issues, PISA 2018, Turkey sample of PISA


How to Cite this Article?

APA 6th edition
Ilhan, M., Gezer, M. & Sahin, M.G. (2023). An investigation into students' perceptions of global competence and their level of being informed about global issues: The Turkey sample of PISA 2018 . Journal of Innovative Research in Teacher Education, 4(1), 1-16. doi: 10.29329/jirte.2023.531.1

Harvard
Ilhan, M., Gezer, M. and Sahin, M. (2023). An investigation into students' perceptions of global competence and their level of being informed about global issues: The Turkey sample of PISA 2018 . Journal of Innovative Research in Teacher Education, 4(1), pp. 1-16.

Chicago 16th edition
Ilhan, Mustafa, Melehat Gezer and Melek Gulsah Sahin (2023). "An investigation into students' perceptions of global competence and their level of being informed about global issues: The Turkey sample of PISA 2018 ". Journal of Innovative Research in Teacher Education 4 (1):1-16. doi:10.29329/jirte.2023.531.1.

References

     

    Asia-Pacific Centre of Education for International Understanding-APCEIU. (2017). Global citizenship education: A guide for policy makers. Retrieved from https://www.gcedclearinghouse.org/sites/default/files/resources/180091eng_0.pdf Access Date: 29/09/2022.

    Auld, E., & Morris, P. (2019). Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation? Policy Futures in Education, 17(6), 677–698. https://doi.org/10.1177/1478210318819246

    Bailey, L., Ledger, S., Thier, M., & Pitts, C. M. T. (2022). Global competence in PISA 2018: Deconstruction of the measure. Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2022.2029693

    Boix Mansilla, V., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. Retrieved from https://asiasociety.org/files/book-globalcompetence.pdf Access Date: 29/09/2022.

    Boix Mansilla, V., & Jackson, A. (2020). What is global competence, and what might it look like in Chinese schools? Journal of Research in International Education, 19(1) 3–22. https://doi.org/10.1177%2F1475240920914089

    Bonal, X., & Tarabini, A. (2013). The role of PISA in shaping hegemonic educational discourses, policies and practices: The case of Spain. Research in Comparative and International Education, 8(3), 335–341. https://doi.org/10.2304/rcie.2013.8.3.335

    Bowen, N. K., & Guo, S. G. (2012). Structural equation modeling. New York: Oxford University.

    Center for Universal Education at Brookings (2017). Measuring global citizenship education: A collection of practices and tools. Retrieved from https://www.brookings.edu/wp-content/uploads/2017/04/global_20170411_measuring-global-citizenship.pdf Access Date: 27/10/2022.

    Chandir, H. (2022). Student responses on the survey of global competence in PISA 2018. Discourse: Studies in the cultural politics of education, 43(4), 526–542. https://doi.org/10.1080/01596306.2020.1844153

    Chandir, H., & Gorur, R. (2021). Unsustainable measures? Assessing global competence in PISA 2018. Education Policy Analysis Archives, 29, 122. https://doi.org/10.14507/epaa.29.4716

    Cobb, D. J., & Couch, D. (2018). Teacher education for an uncertain future: Implications of PISA’s global competence. In Heck, D., & Ambrosetti, A. (Eds.), Teacher education in and for uncertain times (pp. 35–47).  Springer. https://doi.org/10.1007/978-981-10-8648-9_3

    Cobb, D. J, & Couch, D. (2021). Locating inclusion within the OECD’s assessment of global competence: An inclusive future through PISA 2018? Policy Futures in Education, 20(1), 1–17. https://doi.org/10.1177/14782103211006636

    Çetin, A., & Ünsal, S. (2019). Social, psychological effects of central examinations on teachers and their reflections on teachers' curriculum implementations. Hacettepe University Journal of Education, 34(2), 304-323. https://doi.org/10.16986/HUJE.2018040672

    Engel, L. C., Rutkowski, D., & Thompson, G. (2019). Toward an international measure of global competence? A critical look at the PISA 2018 framework. Globalisation, Societies and Education, 17(2), 117–131. https://doi.org/10.1080/14767724.2019.1642183 

    Engel, L. C., & Frizzell, M. O. (2015). Competitive comparison and PISA bragging rights: Sub–national uses of the OECD's PISA in Canada and the USA. Discourse: Studies in the Cultural Politics of Education, 36(5), 665–682. https://doi.org/10.1080/01596306.2015.1017446

    Eryılmaz, Ö. (2021). The inclusion of global climate change in middle school social studies textbooks. Anadolu University Journal of Education Faculty (AUJEF), 5(4), 385–401. https://doi.org/10.34056/aujef.926633

    Görür, R., Sørensen, E., & Maddox, B. (2019). Standardizing the context and contextualizing the standard: translating PISA into PISA-D. In Prutsch MJ (Ed.) Science, Numbers and Politics (p. 301–329). Springer. https://doi.org/10.1007/978-3-030-11208-0_14

    Gray, C. D., & Kinnear, P. R. (2012). IBM SPSS statistics 19 made simple. Hove and New York: Psychology.

    Grek, S. (2009). Governing by numbers: The PISA “effect” in Europe. Journal of Education Policy, 24(1), 23–37. https://doi.org/10.1080/02680930802412669

    Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage India.

    Holmes, C. (2019). Teaching for global citizenship with young adult literature in the social studies. Educational Considerations, 45(1), 1–8. https://doi.org/10.4148/0146-9282.2166

    Idrissi, H., Laura C. E., & Karen, P. (2020). The diversity conflation and action ruse: A critical discourse analysis of the OECD’s framework for global competence. Comparative and International Education, 49(1). https://doi.org/10.5206/cie-eci.v49i1.13435

    JASP Team (2022). JASP (Version 0.17.0.0) [Computer software]. https://jasp-stats.org/

    Kılcan, B., & Şimşek, Ü. (2021). Investigation of social studies curriculum in regards to migrant, refugee, asylum-seekers concepts. Participatory Educational Research, 8(1), 395–408. https://doi.org/10.17275/per.21.23.8.1

    Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). The Guilford.

    Korkmaz, S., Goksuluk, D., & Zararsiz, G. (2014). MVN: An R package for assessing multivariate normality. The R Journal, 6(2), 151–162. Retrieved from https://journal.r-project.org/archive/2014/RJ-2014-031/index.html Access Date: 20.10.2022

    Ministry of National Education. (2018). Social studies curriculum (Primary and secondary school 4th, 5th, 6th and 7th grades). Ministry of National Education.  Retrieved from http://ttkb.meb.gov.tr Access Date: 20.10.2022

    Ministry of National Education. (2019). PISA 2018 Turkey preliminary report. Retrieved from https://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_PISA_2018_Turkiye_On_Raporu.pdf  Access Date: 20.10.2022

    National Council for the Social Studies. (2008). A vision of powerful teaching and learning in the social studies: building social understanding and civic efficacy. Social Education, 80(3), 180–182. Retrieved from https://www.socialstudies.org/system/files/publications/articles/se_800316180.pdf Access Date: 19.10.2022 

    Organization for Economic Co-operation and Development-OECD. (2018a). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. Retrieved from https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf Access Date: 19.10.2022 

    Organization for Economic Co-operation and Development-OECD. (2018b). Teaching for global competence in a rapidly changing world. Retrieved from https://www.oecd-ilibrary.org/docserver/9789264289024-en.pdf?expires=1660465925&id=id&accname=guest&checksum=A5DD0BE7D54211BFAB2DEAEFCADB4E66 Access Date: 19.10.2022 

    Organization for Economic Co-operation and Development-OECD. (2019). PISA 2018 assessment and analytical framework. Retrieved from https://www.oecd-ilibrary.org/docserver/b25efab8-en.pdf?expires=1660465995&id=id&accname=guest&checksum=768553B7811831C1E25B756E6C763901 Access Date: 19.10.2022 

    Organization for Economic Co-operation and Development-OECD. (2020). PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World? Retrieved from https://www.oecd-ilibrary.org/docserver/d5f68679-en.pdf?expires=1660466034&id=id&accname=guest&checksum=5D1F87C2FD184921C48ED246946B48F2 Access Date: 18.10.2022 

    Oxley, L., & Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61(3), 301–325. https://doi.org/10.1080/00071005.2013.798393

    Özkaral, T. C. (2019). A comparative study of the issue of global warming and climate change in social studies education programs of Turkey, Canada (Ontario) and Hong Kong. International Journal of Education Technology and Scientific Researches, 4(8), 1–14. Retrieved from http://ijetsar.com/DergiTamDetay.aspx?ID=1&Detay=Ozet Access Date: 18.10.2022

    Pallant, J. (2005). SPSS survival manual (2nd ed.). Australia: Allen & Unwin.

    Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences (6th ed.). New York: Routledge.

    Reimers, F. M. (2009). Leading for global competency. Educational Leadership, 67(1), 1–7. Retrieved from https://www.ascd.org/el/articles/leading-for-global-competency Access Date: 19.10.2022

    Robertson, S. L. (2021). Provincializing the OECD-PISA global competences project. Globalisation, Societies and Education, 19(2), 167–182. https://doi.org/10.1080/14767724.2021.1887725

    Sälzer, C., & Roczen, N. (2018). Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct. International Journal of Development Education and Global Learning, 10(1), 5–20. https://doi.org/10.18546/IJDEGL.10.1.02

    Sellar, S., & Lingard, B. (2014). The OECD and the expansion of PISA: New global modes of governance in education. British Educational Research Journal, 40(6), 917–936. https://doi.org/10.1002/berj.3120

    Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). New York: Pearson.

    TEDMEM. (2019). Global competence. Retrieved from https://tedmem.org/mem-notlari/degerlendirme/kuresel-yeterlik Access Date: 18.10.2022

    Türk, H., & Atasoy, E. (2021). Evaluation of the social studies curriculum (2018) in terms of global citizenship. The journal of National Education, 50(230), 147–167. https://doi.org/10.37669/milliegitim.674971

    Turkish Education Association. (2005). University entrance system research in Turkey. Retrieved from http://portal.ted.org.tr/yayinlar/180dk.pdf Access Date: 18.10.2022

    Wiseman, A. W. (2013). Policy responses to PISA in comparative perspective. In PISA, Power, and Policy: The Emergence of Global Educational Governance (p. 303–322). Oxford, UK: Symposium Books.