Global competence is an increasingly important educational goal because today’s major challenges rarely remain confined to one community. The concept includes the capacity to examine local, global and intercultural issues, understand perspectives different from one’s own, interact respectfully across cultures and take action for sustainable development. In practical terms, it can involve recognizing the social consequences of climate change, supporting equal rights, questioning misinformation, staying informed about world events or making consumption choices based on ethical and environmental considerations. The OECD introduced global competence as an innovative domain in PISA 2018, asking fifteen-year-old students about their knowledge, beliefs, attitudes, confidence and reported behavior. Yet international assessments have indicated that students do not consistently turn awareness of global problems into concrete action.

To investigate why, Tamara Kastorff and colleagues combined country-level analyses of PISA 2018 data using a meta-analytic path-modeling approach. The researchers analyzed responses from 399,321 students in 52 participating countries, applying the sampling and replicate weights required by PISA’s complex survey design. They estimated relationships separately within each country and then synthesized the standardized regression coefficients using random-effects models. This approach allowed the team to identify patterns that were broadly shared internationally while also measuring how much the strength of those relationships varied from country to country. The study was guided by the theory of planned behavior, a framework from social psychology proposing that behavior is most immediately preceded by intention, while intention is shaped by attitudes, perceived social expectations and perceived control over the behavior.

The results showed that several attitudes were consistently associated with stronger intentions to behave in globally engaged ways. Awareness of global issues had a small but statistically significant relationship with intention, with a pooled standardized coefficient of 0.07. Awareness of intercultural communication produced a stronger association of 0.15, while interest in learning about other cultures was linked to an effect of 0.11. These coefficients are not percentages and do not mean that a particular fraction of students will act; they represent the expected change in intention, measured in standard-deviation units, associated with a one-standard-deviation difference in a predictor. In other words, the effects were modest, but they appeared across a large and diverse international sample. The researchers also found that students who believed immigrants should have the same rights as themselves showed a comparatively strong association with behavioral intention, with a pooled coefficient of 0.29.

Students’ sense of social understanding and personal capability produced a more complicated pattern. Perspective-taking—the ability to consider situations from another person’s point of view—was positively related to intention, although the average association was very small, at 0.02. Cognitive flexibility, defined as the ability to adapt thinking when facing difficult or unfamiliar situations, showed a similarly modest positive relationship of 0.03. The most consistent capability-related predictor was self-efficacy regarding global issues: students who felt more able to understand or engage with global challenges were more likely to report intentions to act, with an average coefficient of 0.08. This finding fits a central idea in the theory of planned behavior: even when people approve of an action, they may be less likely to intend to perform it if they believe it is too difficult, ineffective or beyond their control.

One result stood out because it ran against the researchers’ expectations. Scientific literacy did not significantly predict behavioral intention across the 52 countries. The pooled coefficient was −0.0009, with a 95 percent confidence interval ranging from −0.0021 to 0.0001, a result statistically indistinguishable from zero. In PISA, scientific literacy is not simply the ability to recall facts. Students solve real-world problems requiring them to explain phenomena scientifically, evaluate or design investigations, and interpret data and evidence. The 2018 assessment included 115 items organized into 34 thematic units, and the analysis incorporated ten “plausible values” for each student’s science performance to account for measurement uncertainty. Despite this sophisticated measure of scientific reasoning, higher performance was not linked to stronger intentions to engage in global competence behavior.

The finding does not mean that science education is irrelevant. Scientific literacy can help people interpret evidence, distinguish reliable claims from misinformation and understand the mechanisms behind environmental or public-health risks. During the COVID-19 pandemic, for example, science knowledge and trust in medicine were associated with preventive behavior in earlier research. But the new analysis suggests that general performance on a broad science test may be too distant from the decisions measured by the global competence questionnaire. Knowing how to interpret a graph about ecosystems is not identical to deciding to reduce energy use at home; understanding climate mechanisms does not automatically create the motivation, social support or confidence needed to change consumption. Researchers have long described this as the “knowledge-action gap,” in which factual knowledge is necessary for informed choices but insufficient on its own.

Intentions, by contrast, were positively associated with every category of reported behavior examined in the study. Students with stronger global-mindedness—treated in the model as an intention-related construct—were more likely to say that they reduced energy consumption at home, selected products for ethical or environmental reasons and participated in environmental-protection activities. The pooled coefficients ranged from 0.06 to 0.08 for these behaviors. Global-mindedness was also linked to keeping informed about world events through social media, regularly reading websites about international social issues, signing environmental or social petitions online, participating in activities promoting gender equality and boycotting products or companies for political, ethical or environmental reasons. The average associations ranged from 0.04 to 0.09, indicating small but consistent relationships across the countries studied.

However, the researchers caution that these findings should not be interpreted as proof that attitudes or intentions cause behavior. PISA data are cross-sectional, meaning that students’ science performance, beliefs, intentions and reported actions were measured at approximately the same period. Such data can reveal associations but cannot establish whether a particular classroom experience created an intention or whether an intention produced later behavior. The behavior measures were also self-reported, making them vulnerable to memory errors, differences in interpretation and social-desirability bias. Some questionnaire items may now reflect an outdated media environment, particularly those concerning social media and access to international news. In addition, global competence is a broad construct measured here through a limited set of individual items, so the results may not capture every form of civic, intercultural or sustainability-related engagement.

The international comparisons nevertheless revealed that context matters. More than 90 percent of the between-country variability in several intention-behavior associations was attributed to differences between countries rather than sampling noise within them. Moderator analyses showed that the links between intention and reported global competence behavior were generally stronger in countries with higher Human Development Index and Environmental Performance Index scores. The HDI combines indicators of life expectancy, education and income, while the EPI summarizes national environmental performance across areas such as air quality, water resources, biodiversity, climate change and environmental health. These relationships do not show that national prosperity or environmental policy directly causes students to act more globally responsibly, but they suggest that opportunities, institutions and social conditions may influence whether intentions can become feasible actions. For schools, the message is clear: teaching facts about global problems matters, but education may have greater impact when it also builds positive attitudes, intercultural openness and the confidence to act, while giving students realistic opportunities to participate in meaningful solutions.

At the heart of the study lies the argument that scientific literacy is not merely an academic grade but a necessary skill for navigating a world fraught with challenges such as climate change, pandemics, and social inequalities. The paper emphasizes that scientific literacy encompasses more than just an understanding of scientific concepts; it also involves critical thinking and problem-solving abilities that enable students to respond effectively to real-world problems. The authors argue that this expanded definition of literacy is essential for preparing students to become informed citizens who can engage thoughtfully with complex global issues.

Moreover, the study outlines how related attitudes and values shape the way students interact with scientific information and make decisions. Kastorff et al. highlight that positive attitudes towards science can lead to greater engagement and willingness to use scientific reasoning in everyday contexts. This interplay between attitude and knowledge suggests that efforts to enhance students’ scientific literacy should also focus on fostering positive dispositions towards science and related fields.

Through meticulous analysis of the data collected from PISA 2018, the researchers present compelling evidence that varies significantly between countries. The study identifies trends and patterns that reveal stark differences in students’ scientific literacy levels and attitudes towards science. The researchers also point out how socio-economic factors, educational systems, and cultural contexts contribute to these disparities, underscoring the need for localized educational strategies.

Another critical aspect of this research is the identification of specific behaviors that indicate global competence. These include the ability to apply scientific knowledge in diverse contexts, ethical considerations in scientific inquiry, and an appreciation for the interconnectedness of global systems. The researchers argue that these competencies are vital in assessing how well-equipped students are to address challenges that transcend national boundaries.

The findings point towards a multifaceted reality; global competence is not a one-size-fits-all achievement. The study recognizes that many students exhibit high levels of scientific literacy yet may lack the necessary attitudes to address global issues effectively. Conversely, some students may possess strong values that prompt engagement in global citizenship but lack the scientific skills to make informed decisions. This intricate relationship necessitates a more holistic approach to education—one that integrates knowledge, attitudes, and values.

In the context of educational curriculums, Kastorff et al. advocate for a pedagogical shift that goes beyond traditional teaching methods. The authors urge educators around the world to adopt interdisciplinary practices that integrate science education with social studies, ethics, and environmental education. Such an approach would not only enhance students’ scientific understanding but also encourage them to consider the broader implications of scientific knowledge.

Furthermore, the paper discusses the role of technology in fostering global competence. The researchers point out that technology is a double-edged sword; while it provides vast resources for scientific inquiry and collaboration, it can also contribute to the spread of misinformation. Thus, equipping students with the skills to discern credible information from dubious sources becomes more critical than ever.

Moreover, the researchers highlight successful case studies from various countries that have implemented innovative educational practices aimed at improving scientific literacy and global competence. These examples serve as a guide for policymakers and educators looking to inspire systemic change. By sharing best practices and collaborative strategies, the global education community can work towards a common goal of preparing students for the challenges of the 21st century.

As the world continues to grapple with pressing global issues, the findings of this study serve as a clarion call for educators, policymakers, and researchers alike. The urgent need for students to develop not just scientific knowledge but also the competency to use that knowledge responsibly and ethically in a global context has never been clearer. Kastorff et al. provide a roadmap for educators, emphasizing the importance of fostering an environment where scientific inquiry and global citizenship go hand in hand.

In conclusion, the research spearheaded by Kastorff and colleagues serves as a valuable addition to the ongoing discourse on education in a globalized world. It highlights a transformative vision for education that embraces complexity, encourages critical thinking, and promotes a culture of informed global citizenship. By adopting a more inclusive and integrative approach to education, we can empower the next generation to confront the multifaceted challenges facing humanity.

In the words of the authors, creating a more scientifically literate and globally competent populace is not just an educational imperative but a moral obligation. The cornerstone of this endeavor lies within our current educational practices, urging educators to reflect on how they can contribute to a brighter, more equitable future through teaching and learning.

With such compelling evidence and recommendations, the paper urges a re-examination of curricula, teaching methodologies, and assessment techniques globally. The potential ripple effects of embracing this research could forge a path toward preparing more conscientious, engaged, and scientifically literate global citizens. The dialogue initiated through this study opens doors to rich discussions on curriculum enhancement, teacher training programs, and community engagement—factors that collectively contribute to cultivating a more informed and responsible society.

As we reflect on the future of education, the findings outlined by Kastorff et al. are not merely recommendations; they challenge us to rethink our approaches to learning. With consistent investment in both scientific literacy and the nurturing of related attitudes and values, we can indeed strive toward a world where students thrive as knowledgeable, competent contributors to global society.

Subject of Research: Global competence behavior assessment among students through scientific literacy and attitudes.

Article Title: Global competence behavior: exploring the relevance of students’ scientific literacy, related attitudes, and values – evidence from PISA 2018 across 52 countries.

Article References:

Kastorff, T., Moser, S., Heine, J.H. et al. Global competence behavior: exploring the relevance of students’ scientific literacy, related attitudes, and values – evidence from PISA 2018 across 52 countries.
Large-scale Assess Educ 14, 3 (2026). https://doi.org/10.1186/s40536-025-00278-3

Image Credits: AI Generated

DOI: https://doi.org/10.1186/s40536-025-00278-3

Keywords: Global competence, scientific literacy, education, PISA 2018, students’ attitudes, values.