Students' experiences of global competence in international schools in China

Globalization has created a need for schools to develop a new type of student – one who is prepared to live and thrive in a global world. The combination of skills, values, attitudes, and knowledge needed by said students is often referred to as “global competence.” One of the primary purposes of international schools is to provide an education that helps to create these globally competent students. It is within this context that this research aims to understand how 35 students at international schools in China perceive their learning experience from the perspective of global competence, and, consequently, how they perceive and construct a globally competent identity for themselves. From this detailed look at the learning experience of these students, a greater understanding of the individual journey to global competence will be emphasized in the major findings of this study. While many of the findings will be complementary to the literature, many will also extend on the literature, shedding light on the unique Chinese international school experience and how it influences the development of students’ global competence. From this qualitative study, four major aspects of what the Chinese international school-learning experience entails in terms of aiding students in their development of global competence emerge: long-term development/focus on the future; choice and freedom; finding advantages/specializations; and the awareness of being part of the international school business and the duality that arises from that.