A Classification Analysis of the High and Low Levels of Global Competence of Secondary Students: Insights from 25 Countries/Regions

Abstract

The reinforcement of global competence is vital for students to thrive in a rapidly changing world. This study explores the synergistic effects of both student and school factors on the classification of secondary students with high and low levels of global competence. Data are selected based on 208,556 secondary students from 6902 schools in 25 countries/regions and extracted from the Programme for International Student Assessment (PISA) 2018 datasets. Different from previous research, in this study, data science techniques, i.e., decision trees (DTs) and random forests (RFs), are adopted. Classification models are built to discriminate high achievers from low achievers and to discover the optimal set of factors with the most powerful impact on the discrimination of these two groups of achievers. The results show that both models have satisfactory classification abilities. According to the factor importance rankings in terms of discriminating global competence disparities, student factors play a major role. They especially emphasize students’ capacities to examine global issues, students’ awareness of intercultural communication, and teachers’ attitudes toward different cultural groups.

Integrating Puzzles and STAD Model in Teaching Angle Measurement to Elementary School Third Graders: An Action Research Study

“…It is important to note the contrast with findings by Hu & Hu (2021), who reported minimal impact of combined learning strategies in a different educational context. This underscores the importance of considering contextual factors such as classroom environment, student demographics, and subject matter when applying integrated learning models.…”

Қазақстандық Білім Алушылардың Pisa 2018 Жаһандық Қҧзіреттерінің Қалыптасуына Ҽсер Ететін Факторларды Зерттеу

“…Kang et.al. [12] and Hu and Hu [13] in their study argue that exposure to mass media, migration and contact with foreigners on daily basis could transform individuals' understanding of foreign cultures and attitudes towards certain global issues. Certain problems, as Hu and Hu argue, may not have reached the consensus in regard to their solution, which is why related approaches, policies and experiences of different nations may contribute to a greater familiarity among students, and as a result, cultivate their global competence [13].…”

“…[12] and Hu and Hu [13] in their study argue that exposure to mass media, migration and contact with foreigners on daily basis could transform individuals' understanding of foreign cultures and attitudes towards certain global issues. Certain problems, as Hu and Hu argue, may not have reached the consensus in regard to their solution, which is why related approaches, policies and experiences of different nations may contribute to a greater familiarity among students, and as a result, cultivate their global competence [13]. Meanwhile, analysis of students from apparel programs at US and Korean universities, who participated in a series of fashion-related cross/intercultural projects, show that global mass media has exerted the strongest influence on students' global competence acquisition.…”

“…Several studies show that certain individual backgroundrelated factors could shape one's level of global competence acquisition [10,11,12,13], which is why the inclusion of student-level factors needs to be thoroughly examined. What is more, studies by Hu and Hu [13], Kang [12] and Siaya and Hayward [16] highlight the roles of schools in shaping student's skills, attitudes and knowledge on global issues and intercultural communication. Thus, the inclusion of school-level factors into the discussion could play significant role in risk identification and treatment assignment through educational setting.…”

The Attitudes of Students' Parents Towards Their Children's Information-Based Learning Under the Background of the Combination of Large-Scale Online Learning and Multimedia Technology

“…First, learning emotion affects learning cognition. In a study of learners' online participation in learning tasks, researchers found that learning emotion affects learning cognitive style (Hu & Hu, 2021). Second, learning emotion affects learning effectiveness.…”