Global Competence of Teachers in Education: A Systematic Literature Review

This study aimed to synthesise empirical evidence on the internal and external factors influencing the development of teachers' global competence through a systematic literature review guided by the ROSES protocol, the PRISMA 2020 reporting guidelines, and the PICo framework. Global competence is increasingly recognised as essential in twenty-first-century teacher education. However, the existing literature tends to examine the internal and external factors influencing its development in isolation, without an integrated synthesis. A literature search was conducted using the Scopus database for studies published between 2020 and 28 June 2026, which identified 421 initial records. Following the screening, eligibility assessment, and quality appraisal processes using the Mixed Methods Appraisal Tool (MMAT) 2018, 38 articles were included in the final synthesis. Inductive thematic analysis generated two main themes, namely Internal Factors and External Factors, encompassing ten subthemes. External factors were more frequently reported in the literature, with Policy and Curriculum (50.0%) and Pedagogy and Classroom Practices (47.4%) emerging as the most dominant subthemes. Among the internal factors, Attitudes, Beliefs, and Values (44.7%) and Professional Identity and Dispositions (34.2%) were the most prominent. In contrast, Self-Efficacy and Confidence, as well as Motivation and Readiness, remained relatively underexplored. This review identified theoretical, methodological, measurement, and contextual gaps, particularly the absence of an integrated framework explaining the interaction between internal and external factors, and the limited empirical evidence concerning the translation of global competence into teachers' professional practices. Studies conducted in Malaysia and Southeast Asia also remain underrepresented. The findings have implications for the development of teacher global competence models and the design of teacher education programmes, professional development initiatives, and curriculum policies that are more contextually relevant to the demands of global education.

Global competence; Teachers global competence; Global education; Moral competence; Sustainable Development Goal 4

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