DEVELOPING TEACHERS’ GLOBAL COMPETENCE FOR EDUCATING SUSTAINABLE AND CULTURALLY INCLUSIVE TERRITORIAL COMMUNITIES

Abstract

In an increasingly interconnected world, teachers play a pivotal role in fostering learners’ understanding of sustainability and cultural inclusivity within their local contexts. This article explores the development of teachers’ global competence as a critical foundation for educating sustainable and culturally inclusive territorial communities. Drawing on frameworks from global citizenship education and education for sustainable development (ESD), the study examines how teacher preparation and professional learning can integrate intercultural awareness, ethical global engagement, and place-based pedagogies. Using a conceptual analysis informed by recent international research and policy frameworks, it identifies effective strategies for cultivating reflective, globally minded educators who can empower students to act locally while thinking globally. The findings highlight key competencies ̶ such as cultural empathy, systems thinking, and transformative agency ̶ that enable teachers to connect global challenges with local realities. By advancing teachers’ global competence, educational systems can better equip communities to navigate complexity, value diversity, and contribute to a more just and sustainable future.