Machine Learning Evidence from PISA 2018 Data to Integrate Global Competence Intervention in UAE K-12 Public Schools

Autor/inn/en	Miao, Xin; Nadaf, Ali; Zhou, Zhuotong
Titel	Machine Learning Evidence from PISA 2018 Data to Integrate Global Competence Intervention in UAE K-12 Public Schools
Quelle	In: International Review of Education, 69 (2023) 5, S.675-690 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miao, Xin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-023-10026-w
Schlagwörter	Foreign Countries; Artificial Intelligence; Evidence; Global Approach; Global Education; Competence; Elementary Secondary Education; Public Schools; Sustainable Development; Technological Advancement; Climate; Academic Achievement; Self Efficacy; World Problems; Intercultural Communication; Achievement Gap; Achievement Tests; Secondary School Students; International Assessment; United Arab Emirates; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Künstliche Intelligenz; Evidenz; Globales Denken; Globales Lernen; Kompetenz; Public school; Öffentliche Schule; Nachhaltige Entwicklung; Technological development; Technologische Entwicklung; Klima; Schulleistung; Self-efficacy; Selbstwirksamkeit; Weltproblem; Interkulturelle Kommunikation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Vereinigte Arabische Emirate
Abstract	This article investigates the importance of global competence and its incorporation in interventions from Grade 5 to Grade 12 public education in the United Arab Emirates (UAE) to prepare learners for local and global challenges, such as sustainable development, technological innovation, climate change, etc. Using data from the Programme for International Student Assessment (PISA 2018) and a machine learning model, the study presented here reveals that three key "global competence indicators" contribute to student academic performance in both the UAE and member countries of the Organisation for Economic Co-operation and Development (OECD). These three indicators are (1) self-efficacy regarding global issues; (2) awareness of global issues; and (3) awareness of intercultural communication. The study identifies that boys attending public (UAE government-funded) K-12 schools need particular interventions to improve all three key global competence skills, while girls would benefit from building stronger self-efficacy regarding global issues and from improving awareness of intercultural communication. This article details evidence on which global competence interventions can be built and integrated with efforts to close achievement gaps in UAE K-12 public schools. The authors recommend intervention designs and target population groups which would benefit most from the findings of this research study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01