Guiding Question: How do educators in Uruguay adapt curriculum and
instruction to keep pace with rapidly evolving technology?

Develop Training
Programs

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Online courses available

Certification options offered

Foster Community Connections

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Workshops and seminars

Local collaboration groups

Implement Integration Practices

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Framework adaptation plans

Regular feedback mechanisms

Understanding Global Education

Global education helps students develop the knowledge, skills, values, and dispositions needed to understand an interconnected world and participate throughtfully within it. For educators, global learning begins by creating opportunities for students to investigate meaningful issues, consider perspectives beyond their own, communicate with others, and apply their learning through action.

What Is Global Competence?

Global competence is the ability to understand issues beyond one’s immediate experience, consider how those issues may be viewed from different perspectives, communicate ideas across cultural and geographic boundaries, and use knowledge to contribute meaningfully to local and global communities.

For students, becoming globally competent does not require international travel. It begins with curiosity: asking why something happens, whose perspective may be missing, how a local issue connects to a larger system, and what actions might improve conditions.

Global Education Resources

• Asia Society – Plan With a Global Framework
  • Asia Society’s work provides a practical framework for helping students investigate the world, recognize perspectives, communicate ideas, and take action. I recommend starting here if you are new to global education because these four dimensions can be applied across content areas without creating an entirely separate curriculum.
• World Savvy – Build competencies and dispositions
  • World Savvy’s Global Competence Matrix expands global learning beyond knowledge of world events to include skills, behaviors, values, and attitudes. Its emphasis on inquiry, perspective-taking, collaboration, evidence-based thinking, empathy, and responsible action makes it especially useful when planning student-centered learning. The matrix specifically describes global competence as the skills and dispositions people need to thrive in an interconnected world.
• OECD – Understand the research
  • OCED provides the research base behind global competence through PISA and resources such as Big Picture Thinking. Its framework emphasizes examining global and intercultural issues, understanding perspectives, interacting across cultures, and taking action for collective well-being and sustainable development. I would recommend OECD when educators want to understand the research and rationale behind global education, not just find an activity.
• Generation Global – Strengthen dialogue
  • Generation Global offers practical resources for helping students communicate respectfully across cultures, beliefs, and perspectives. Its Essentials of Dialogue materials include strategies, classroom activities, reflection tools, and guidance for building connections with students beyond the classroom. This is an especially strong resource for teachers who want to develop communication, listening, empathy, and perspective-taking.
• Project Zero – Make thinking visible
  • Project Zero at the Harvard Graduate School of Education offers thinking routines that can be incorporated into almost any lesson. Tools such as Connect, Extend, Challenge help students make connections, reflect on new learning, and identify questions that remain. Project Zero’s global thinking routines also support perspective-taking, questioning, and connecting classroom learning to the wider world.

You do not have to use all resources at once. Choose the organization that addresses the area you want to strengthen first, such as lesson design, global competence, dialogue, perspective-taking, or assessment, and begin there. Global education can grow through small, intentional changes to the teaching you already do.

Four Domains for Developing Thinking Habits

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Assessing World Competence

How do we know students are growing?

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