Engineers of the future: student perspectives on integrating global competence in their education

ABSTRACT

Engineering curricula need to integrate global competence learning to ensure that graduates can succeed in globalised labour markets. In this context, this study examines disciplinary engineering courses, focusing on the key characteristics of globally competent educators and teaching approaches in terms of learning environments and course activities from the students’ perspective. We conducted focus group discussions with 28 students from different engineering disciplines to learn more about their perceptions and experiences. The results suggest that they felt that integrated global competence learning would require educators to demonstrate open-mindedness, a global mindset, and strong social skills. In addition, global competence teaching approaches were associated with learning environments that were described as engaging, inclusive, and student-centered, and with course activities that were related to real-world situations, included collaborative elements, and were facilitated and supported by the instructor. This study contextualises the idea of global competence in engineering education and provides valuable insights into students’ perspectives and experiences with its integration during their studies. It also critically examines students’ ideas and suggestions about opportunities for such learning in relation to educational science, and suggests a way forward for global competence in engineering education.

KEYWORDS:

• Global competence
• engineering education
• faculty development
• teaching and learning
• learning environments

Acknowledgements

This study was co-funded by a local grant from KTH Royal Institute of Technology, registration number V-2021-0505. We would like to thank Alena Ipanova, course responsible for the global competence course, for her role in conducting the focus group sessions, and the participating students for their time and commitment.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Kungliga Tekniska Högskolan: [Grant Number V-2021-0505].

Notes on contributors

Tanja Richter

Tanja Richter is a PhD student at KTH Royal Institute of Technology, where she researches global competence development at higher education institutions. Her work focuses on the global competences needed by engineering graduates, and different curricular and co-curricular approaches to integrating these into engineering education.

Björn Kjellgren

Björn Kjellgren is an associate professor at KTH Royal Institute of Technology. He has a PhD in sinology and has previously worked as a researcher in social anthropology. His research interests are in global competence education, especially in relation to multilingualism, communication, and the internationalisation of higher education at home and abroad.