Amsalu Molla Getahun

Teachers’ pedagogical competence in teaching 21st-century skills of global and local connectedness

Introduction

Teachers’ pedagogical competence in teaching 21st-century skills of global and local connectedness. Explores teachers' pedagogical competence in teaching 21st-century global & local connectedness skills in Ethiopia. Reveals unsatisfactory levels, highlighting urgent need for interventions.

Abstract

This study employed a mixed-embedded research design, collecting data from teachers (n = 188) via a questionnaire and conducting in-depth interviews with ten participants. The primary aim was to analyse pedagogical competence in teaching 21st-century skills related to global and local connectedness at Tewodros II Secondary School in Ethiopia. The results indicated that teachers' competencies in fostering global and local connectedness were unsatisfactory, leading to challenges in cultivating these dimensions among students. The findings highlight the urgent need for targeted interventions in teaching global and local connectedness as part of 21st-century skills. Such efforts are essential to developing citizens equipped to navigate global and local challenges within the school environment and the wider society. Therefore, this research contributes significantly to bridging the global and local education issues.

Review

This study, "Teachers’ pedagogical competence in teaching 21st-century skills of global and local connectedness," addresses a highly pertinent and critical area in contemporary education. The authors employed a mixed-embedded research design to analyze the pedagogical competence of teachers at Tewodros II Secondary School in Ethiopia concerning the integration of global and local connectedness as essential 21st-century skills. The abstract clearly outlines the study's aim and initial findings, which point to significant deficiencies in teacher competencies in this crucial domain, underscoring the urgency of the issue. A significant strength of this research lies in its focus on a vital and often-overlooked aspect of 21st-century skills within a specific localized context. Addressing global and local connectedness is paramount for preparing students for an increasingly interconnected world, and the study's investigation within Ethiopia offers valuable insights that contribute to a more nuanced understanding of these challenges in diverse educational settings. The use of a mixed-methods approach, combining a substantial teacher questionnaire (n=188) with in-depth interviews (n=10), promises a robust data collection strategy capable of providing both breadth and depth to the findings. The clear statement of "unsatisfactory" competencies highlights an urgent educational need and positions the research as a significant contributor to bridging identified educational gaps. While the abstract effectively establishes the problem and the urgency for targeted interventions, a full paper would undoubtedly benefit from greater specificity regarding the *nature* of these unsatisfactory competencies. It would be valuable to understand which specific aspects of pedagogical competence—such as curriculum integration, instructional strategies, assessment methods, or teachers' own conceptual understanding of global and local connectedness—were particularly lacking. Furthermore, while interventions are deemed essential, the abstract could hint at the *types* of interventions the authors envision or what specific challenges the teachers faced in fostering these skills. Elaboration on these points in the full manuscript would provide more actionable recommendations for policymakers and educators aiming to enhance global and local connectedness education within the Ethiopian context and beyond.

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