Abstract:

Based on data from four high-performing regions in PISA2018, this study explores student and school factors that affect students’ global competence with the help of hierarchical linear models. The study found that: family socioeconomic status, multilingual capability and reading interest have different degrees of predictive effect on students’ global competence; school mean ESCS has a positive predictive effect on students’ global competence in four places, while multicultural learning opportunities and globalization curriculum have no significant effect on students’ global competence. Teachers’ multicultural beliefs only had a predictive effect on Singaporean students’ global competence; school mean ESCS and teachers’ multicultural beliefs could moderate the relationship between students’ reading interest, family socioeconomic status and global competence, respectively. To promote students’ global competence, schools should provide students of different backgrounds with fair opportunities for learning about global competence, improve students’ foreign language skills, and create a campus culture that values ??reading. At the same time, schools should support peer communication and learning activities, coordinate the breadth and depth of multicultural activities and globalization curriculum, and provide teachers with opportunities for professional development of global competence teaching, so as to give full play to the role of individuals and schools in the development of students’ global competence.

Key words: PISA, global competence, influencing factors, hierarchical linear models