Bilingual and study abroad college students’ attitudes on global and intercultural competence [Actitudes de estudiantes universitarios bilingües y de intercambio sobre la competencia global e intercultural]

Contenido principal del artículo

Gabriel Alfaro
Jesús Paz-Albo


This research investigates bilingual and study abroad college students’ intercultural attitudes on their understanding of global competence at Universidad Complutense de Madrid (Spain). To achieve this goal, an ad hoc questionnaire was developed based on the OECD framework for global competence. A total of 203 college students (157 females, 46 males) participated in this study. Results suggest that students seek to understand others and demonstrate interest in how people from various cultures see the world, and they are able to explain global issues such as climate change and pandemics. In addition, female college students show a greater predisposition to discuss issues such as gender equality. These results highlight the importance of international mobility programmes to prepare students for an increasingly multicultural, global and interconnected society.

Detalles del artículo

Cómo citar
Alfaro, G., & Paz-Albo, J. (2022). Bilingual and study abroad college students’ attitudes on global and intercultural competence: [Actitudes de estudiantes universitarios bilingües y de intercambio sobre la competencia global e intercultural]. ENSAYOS. Revista De La Facultad De Educación De Albacete, 36(2), 1-16.
Estudios e Investigaciones


Álamo-Vera, F. R., Hernández-López, L., Ballesteros-Rodríguez, J. L. & Saá-Pérez, D. (2020). Competence development and employability expectations: A gender perspective of mobility programmes in higher education. Administrative Sciences, 10(3), 74.
Arnove, R. F., Torres, C. A. & Franz, S. (Eds.). (1999). Comparative education: The dialectic of the global and the local. Rowman & Littlefield Publishers.
Boix, V. & Jackson, A. (2021). Educating for global competence: Preparing our youth to engage the world. Asia Society.
Böttcher, L., Araújo, N. A., Nagler, J., Mendes, J. F., Helbing, D. & Herrmann, H. J. (2016) Gender gap in the ERASMUS mobility program. PLOS ONE, 11(2), e0149514.
Brandenburg, U., Berghoff, S., Taboadela, O., Bischof, L., Gajowniczek, J., Gehlke, A., Hachmeister, C. D., Ilieski, Z., Leichsenring, H., Petrova, D. & Vancea, M. L. (2014). The Erasmus impact study: Effects of mobility on the skills and employability of students and the internationalisation of higher education institutions. Publications Office of the European Union.
Coatsworth, J. H. (2004). Globalization, growth, and welfare in history. In M. M. Suárez-Orozco & D. B. Qin-Hilliard (Eds.). Globalization: Culture and education in the new millennium (pp. 38-55). University of California Press.
Council of Europe. (2006). Plurilingual education in Europe. Language Policy Division.
Deardorff, D. K. (2008). Intercultural competence: A definition, model, and implications for education abroad. In V. Savicki (Ed.). Developing intercultural competence and transformation (pp. 32-52). Stylus.
Deardorff, D. K. (Ed.) (2009). The SAGE handbook of intercultural competence. Sage.
Deardorff, D. K. (2011). Promoting understanding and development of intercultural dialogue and peace: A comparative analysis and global perspective of regional studies on intercultural competence. Report of the state of the arts and perspectives on intercultural competences and skills. UNESCO.
Dervin, F. & Härkönen, A. (2017). 'I want to be able to understand each and every person that I come into contact with': Critical interculturality training, student mobility and perceptions of the ‘intercultural’. In J. Jackson & S. Oguro (Eds.). Intercultural interventions in study abroad (pp. 55-70). Routledge.
Diamond, A., Walkley, L., Forbes, P., Hughes, T. & Sheen, J. (2011). Global graduates: Global graduates into global leaders.
European Commission. (2018). Proposal for a regulation of the European Parliament and of the Council establishing the digital Europe programme for the period 2021-2027.
Eurostat. (2019). Foreign language skills statistics.
Fan, S. P., Liberman, Z., Keysar, B. & Kinzler, K. D. (2015). The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological Science, 26(7), 1090-1097.
Gupta, A. (2020). Preparing teachers in a pedagogy of third space: A postcolonial approach to contextual and sustainable early childhood teacher education. Journal of Research in Childhood Education, 34(1), 43-58.
Gurin, P., Dey, E. L., Hurtado, S. & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330-366.
Horowitz, J. M. & Fetterolf, F. (2020, April 30). Worldwide optimism about future of gender equality, even as many see advantages for men. Pew Research Center.
Hurtado, S. (2007). Linking diversity with the educational and civic missions of higher education. Review of Higher Education: Journal of the Association for the Study of Higher Education, 30(2), 185-196.
Ladson-Billings, G. (2005). Differing concepts of citizenship: Schools and communities as sites of civic development. In N. Noddings (Ed.). Educating citizens for global awareness (pp. 69-80). Teachers College Press.
Lee, A. R. & Bailey, D. R. (2020). Examining South Korean university students' interactions with international students. Asian Journal of University Education, 16(3), 43-58.
Martín, P. (2017). Preamble. In A. Perez-Encinas, L. Howard, L. E. Rumbley, & H. de Wit (Eds.). The internationalization of higher education in Spain (pp. 4-5). Spanish Service for the Internationalisation of Education.
Medina, F. (2019, October 12). Estudiantes de todo el mundo eligen Madrid: 131.044 alumnos y un impacto de 1.000 millones. El Mundo.
OECD. (2018). Education at a glance 2018: OECD indicators. OECD Publishing.
OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing.
Perez-Encinas, A., Howard, L., Rumbley, L. E. & de Wit, H. (Eds.) (2017). The internationalization of higher education in Spain. Spanish Service for the Internationalisation of Education.
Rumbley, L. E. (2010). Internationalisation in the universities of Spain: Changes and challenges at four institutions. In F. Maringe & N. Foskett (Eds.). Globalisation and internationalisation in higher education: Theoretical and international perspectives (pp. 207-224). Continuum.
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.
Siczek, M. M. (2015). Developing global competency in US higher education: Contributions of international students. CATESOL Journal, 27(2), 5-21.
Singh, P. & Doherty, C. (2004). Global cultural flows and pedagogic dilemmas: Teaching in the global university contact zone. TESOL Quarterly, 38(1), 9-42.
Souto-Otero, M., Gehlke, A., Basna, K., Dóka, Á., Endrodi, G., Favero, L., Humburg, M., Jantoš, M., Key, O., Oberheidt, S. & Stiburek, Š. (2019). Erasmus+ higher education impact study. Publications Office of the European Union.
Sziegat, H. (2020). Factors affecting international students’ mobility in transnational higher education: Perspectives from China and Germany. In X. Zhu, J. Li, M. Li., Q. Liu, & H. Starkey (Eds.). Education and mobilities. Perspectives on rethinking and reforming education (pp. 119-150). Springer.
UNESCO. (2015). Rethinking education: Towards a global common good?
UNESCO. (2016). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. UNESCO.
Vande, M., Connor-Linton, J. & Paige, M. P. (2009). The Georgetown consortium project: Interventions for student learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 1-75.