Reimagining Education beyond Borders: A Review of Global Competence, Curriculum Transformation, and Future Learning Systems

Abstract

Globalization, digitalization, climate change and interculturalism are unprecedented challenges for education systems globally. This literature review explores the ways in which global competence frameworks, curriculum transformation and the future learning systems could equip learners with the necessary skills to thrive in a borderless and interconnected society. The researcher analysed 46 peer-reviewed publications (2017-2025) in order to capture and critically consider the current conceptualisations of global competence (OECD and UNESCO frameworks) and curriculum reform efforts from content-based to competence-based models. The review identifies pedagogical strategies that are effective for global learning such as project-based learning, collaborative online international learning (COIL), and inquiry-based learning. Barriers to implementation in the Global North and South, such as digital inequities, teacher preparedness, and policy fragmentation are analysed. The paper suggests an integrated model that connects five dimensions globally – global competence, curriculum transformation, intercultural pedagogy, digital and future learning systems, and equity/sustainability/civic responsibility. Implications are for policy makers, teachers, and researchers. We believe that fostering global competence is a systemic and equitable transformation that integrates the concept into curricula, pedagogy, assessment, teacher development, and relies on digital infrastructure with sustainability and social justice dimensions. References Ahadi, A., Bower, M., Lai, J., Singh, A., & Garrett, M. (2024). Evaluation of teacher professional learning workshops on the use of technology: A systematic review. Professional Development in Education, 50(1), 221–237. https://doi.org/10.1080/19415257.2021.2011773 Ahmad, E. A. (2024). Revolutionizing learning: Leveraging social media platforms for empowering open educational resources. International Journal of e-Learning and Higher Education, 19(1), 83–106. https://doi.org/10.24191/ijelhe.v19n1.1915 Aldridge, J. M., & McLure, F. I. (2024). Preparing schools for educational change: Barriers and supports—A systematic literature review. Leadership and Policy in Schools, 23(3), 486–511. https://doi.org/10.1080/15700763.2023.2171439 Arifin, Z., Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students' critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), Article em2592. https://doi.org/10.29333/ejmste/15988 Bulut-Sahin, B., & Kondakci, Y. (2023). Conflicting perspectives on the internationalization of higher education: Evidence from the Turkish case. Journal of Studies in International Education, 27(5), 834–852. https://doi.org/10.1177/10283153221126245 Choi, Y., & Kim, Y. (2020). Deconstructing neoliberalism in global citizenship discourses: An analysis of Korean social studies textbooks. Critical Studies in Education, 61(4), 464–479. https://doi.org/10.1080/17508487.2018.1501718 Cobb, D., & Couch, D. (2022). Locating inclusion within the OECD's assessment of global competence: An inclusive future through PISA 2018. Policy Futures in Education, 20(1), 56–72. https://doi.org/10.1177/14782103211006636 Coker, H. (2020). Why does digital learning matter? Digital competencies, social justice, and critical pedagogy in initial teacher education. Journal of Teaching and Learning, 14(1), 133–141. https://doi.org/10.22329/jtl.v14i1.6259 Dai, K., & Hardy, I. (2024). Language for learning? International students' doctoral writing practices in China. Journal of Multilingual and Multicultural Development, 45(8), 3174–3187. https://doi.org/10.1080/01434632.2022.2089154 del Cerro Santamaría, G. (2020). Challenges and drawbacks in the marketisation of higher education within neoliberalism. Review of European Studies, 12(1). https://doi.org/10.5539/res.v12n1p22 Engel, L. C., Rutkowski, D., & Thompson, G. (2019). Toward an international measure of global competence? A critical look at the PISA 2018 framework. Globalisation, Societies and Education, 17(2), 117–131. https://doi.org/10.1080/14767724.2019.1642183 Fundi, M., Sanusi, I. T., Oyelere, S. S., & Ayere, M. (2024). Advancing AI education: Assessing Kenyan in-service teachers' preparedness for integrating artificial intelligence in competence-based curriculum. Computers in Human Behavior Reports, 14, Article 100412. https://doi.org/10.1016/j.chbr.2024.100412 Gamage, K. A., & Dehideniya, S. C. (2025). Unlocking career potential: How micro-credentials are revolutionising higher education and lifelong learning. Education Sciences, 15(5), Article 525. https://doi.org/10.3390/educsci15050525 García-Gutiérrez, J., Ruiz-Corbella, M., & Armentia, A. L. D. (2017). Developing civic engagement in distance higher education: A case study of virtual service-learning (vSL) programme in Spain. Open Praxis, 9(2). https://doi.org/10.5944/openpraxis.9.2.578 Graham, C. R., Danaa, G., Purevsuren, T., Martínez, A., Spricigo, C. B., Camilotti, B. M., & Batsukh, T. (2023). Digital learning transformation in higher education: International cases of university efforts to evaluate and improve blended teaching readiness. Education Sciences, 13(11), Article 1143. https://doi.org/10.3390/educsci13111143 Grimaldi, P. J., Mallick, D. B., Waters, A. E., & Baraniuk, R. (2019). Do open educational resources improve student learning? PLOS ONE, 14(3), Article e0212508. https://doi.org/10.1371/journal.pone.0212508 Guntersdorfer, I., & Golubeva, I. (2018). Emotional intelligence and intercultural competence: Theoretical questions and pedagogical possibilities. Intercultural Communication Education, 1(2), 54–63. https://doi.org/10.29140/ice.v1n2.60 Hackett, S., Dawson, M., Janssen, J., et al. (2024). Defining collaborative online international learning (COIL) and distinguishing it from virtual exchange. TechTrends, 68, 1078–1094. https://doi.org/10.1007/s11528-024-01000-w Hackett, S., Dawson, M., Janssen, J., de Klerk, S., Hogue, R., & others. (2024). Defining collaborative online international learning (COIL) and distinguishing it from virtual exchange. TechTrends, 68, 1078–1094. https://doi.org/10.1007/s11528-024-01000-w Holst, J., Singer-Brodowski, M., Brock, A., & de Haan, G. (2024). Monitoring SDG 4.7: Assessing education for sustainable development in policies, curricula, training of educators and student assessment (input indicator). Sustainable Development, 32(4), 3908–3923. https://doi.org/10.1002/sd.2865 Irwanto, I., Saputro, A. D., Widiyanti, W., & Laksana, S. D. (2023). Global trends on mobile learning in higher education: A bibliometric analysis (2002–2022). International Journal of Information and Education Technology, 13(2), 223–231. https://doi.org/10.18178/ijiet.2023.13.2.1816 Karabassova, L. (2021). English-medium education reform in Kazakhstan: Comparative study of educational change across two contexts in one country. Current Issues in Language Planning, 22(5), 553–573. https://doi.org/10.1080/14664208.2021.1884436 Loyens, S. M. M., van Meerten, J. E., Schaap, L., et al. (2023). Situating higher-order, critical, and critical-analytic thinking in problem- and project-based learning environments: A systematic review. Educational Psychology Review, 35, Article 39. https://doi.org/10.1007/s10648-023-09757-x McLure, F. I., & Aldridge, J. M. (2022). A systematic literature review of barriers and supports: Initiating educational change at the system level. School Leadership & Management, 42(4), 402–431. https://doi.org/10.1080/13632434.2022.2113050 Mouboua, P. D., Atobatele, F. A., & Akintayo, O. T. (2024). Language as a tool for intercultural understanding: Multilingual approaches in global citizenship education. Magna Scientia Advanced Research and Reviews, 11(1), 19–30. https://doi.org/10.30574/msarr.2024.11.1.0071 Mulenga, R., & Shilongo, H. (2024). Hybrid and blended learning models. Acta Pedagogia Asiana, 4(1). https://doi.org/10.53623/apga.v4i1.495 Nugraha, M. G., Kidman, G., & Tan, H. (2024). Interdisciplinary STEM education foundational concepts: Implementation for knowledge creation. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), Article em2523. https://doi.org/10.29333/ejmste/15471 OECD. (2023). Micro-credentials for lifelong learning and employability: Uses and possibilities (OECD Education Policy Perspectives No. 66). OECD Publishing. https://doi.org/10.1787/9c4b7b68-en Olson, J. M., & Krysiak, R. (2021). Rubrics in assessment. In Curriculum development and online instruction for the 21st century (pp. 194–212). IGI Global. https://doi.org/10.4018/978-1-7998-7653-3.ch010 Pishtari, G., Rodríguez-Triana, M. J., Sarmiento-Márquez, E. M., Pérez-Sanagustín, M., Ruiz-Calleja, A., Santos, P., Prieto, L. P., Serrano-Iglesias, S., & Väljataga, T. (2020). Learning design and learning analytics in mobile and ubiquitous learning: A systematic review. British Journal of Educational Technology, 51(4), 1078–1100. https://doi.org/10.1111/bjet.12944 Rahiman, H. U., & Kodikal, R. (2024). Revolutionizing education: Artificial intelligence empowered learning in higher education. Cogent Education, 11(1), Article 2293431. https://doi.org/10.1080/2331186X.2023.2293431 Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A., & Javed, S. (2024). Project-based learning as a catalyst for 21st-century skills and student engagement in the math classroom. Heliyon, 10(23), Article e39988. https://doi.org/10.1016/j.heliyon.2024.e39988 Robertson, S. L. (2021). Provincializing the OECD-PISA global competences project. Globalisation, Societies and Education, 19(2), 167–182. https://doi.org/10.1080/14767724.2021.1887725 Sarpong, J., & Adelekan, T. (2024). Globalisation and education equity: The impact of neoliberalism on universities' mission. Policy Futures in Education, 22(6), 1114–1129. https://doi.org/10.1177/14782103231184657 Tafese, M. B., & Kopp, E.