Application of the IBE-UNESCO Global Competences Framework in Assessing STEM-focused, Global Collaborative Learning Within a Digital Makerspace Environment

Abstract

This paper utilizes the UNESCO International Bureau of Education's seven global competences framework for assessing a global, computer-supported collaborative STEM learning project. The discourse from a meet-up between students in Kenya and the U.S was coded with these global competences. Epistemic network analysis (ENA) is used to evaluate for meaningful connections between the codes. Upon analysis of the data, lifelong learning and trans-disciplinarity exhibit the strongest connection, which supports the fundamental goals of the project fostering critical thinking among students globally through media-making and discussion of STEM subjects. Furthermore, the two groups of students Kenyan and American demonstrated different strengths; the Kenyan students focused on self-agency and using diverse tools, while American students were content-driven. These complementary behaviors collectively exemplify the seven global competences and are an example of building skillsets for future workforce environments.