Why are international competences important?

The Dutch labour market is internationally oriented, and students will encounter this in various ways throughout their future careers. They may work for internationally operating companies or in environments where knowledge and awareness of international developments, procedures, and regulations are important (Elfferich & Van Staden, 2022, in Dutch). Additionally, students should be able to navigate the customs and practices of colleagues or clients from different cultures and countries. Developing international competencies can help equip students with these skills.

Research by Jones (2013) suggests that companies seek employees with transversal (non-disciplinary) skills, including international competencies. Research by Nuffic shows that on average, 3.3 international competencies are required in higher education entry-level job vacancies and 1.9 in vocational education vacancies. The most commonly sought international competencies across both sectors are communication, cooperation, and independence.

Even students who do not aspire to international careers or pursue international studies need these competencies. For example, a general practitioner working in a neighbourhood with a diverse population, or a production planner coordinating imports and managing relationships with international suppliers or clients, will rely on these skills.

Several factors explain the growing importance of international competences in the labour market. Globalisation has led to increasingly intercultural work environments Spitzberg & Chagnon (2019). Additionally, changes in technology, labour market flexibility, and sustainability are transforming industries. Some jobs are evolving while others are disappearing, making soft skills such as curiosity and adaptability essential.

To continue providing education aligned with the changing labour market, the Ministry of Education, Culture and Science highlights the importance of broad skills such as critical thinking, socio-cultural skills, and entrepreneurial thinking in its strategic agenda for higher education and research (in Dutch). These skills overlap with 21st-century skills and international competencies. By integrating international competencies into education, students are better prepared for careers in an international labour market (Kuver et al., 2019, in Dutch).

Our society has become increasingly diverse due to migration and growing mobility. As a result, students encounter a variety of international perspectives not only in their (future) work but also in their daily lives, such as in their classrooms or the neighbourhoods where they live. On a societal level, possessing international competencies is therefore highly beneficial.

The OECD’s PISA report (2022) highlights the importance of understanding and appreciating different perspectives, as well as fostering open and effective intercultural interactions. This cultural awareness contributes to more respectful interactions within diverse communities (Ramos & Schleicher, 2018).

However, values may sometimes clash, which underscores the importance of addressing this in (citizenship) education (in Dutch). It creates opportunities for students to reflect on this and it can help them to navigate and engage constructively in multicultural environments.

We live in a globalised society facing issues such as climate change, pandemics, and geopolitical tensions. The United Nations has established 17 Sustainable Development Goals (SDGs) to address these and other worldwide challenges. As such, societal issues are inherently framed in an international perspective.

In the international competences model, this is referred to as international orientation. Similarly, the OECD Pisa Global Competence Framework links it to dimensions such as “Engage in open, appropriate and effective interactions across cultures’ en ‘Take action for collective well-being and sustainable development”.

Guérin & Beelen (2022) describe internationally, socially, and professionally relevant issues as wicked problems. These societal issues require a holistic approach involving multiple stakeholders. Consequently, students will increasingly need to collaborate with peers from other disciplines. Incorporating wicked problems into educational assignments allows students to practice interdisciplinary teamwork. Below you can find a university of applied sciences example from minor Children’s Rights:

"In the [..] minor Children’s Rights: Practical Challenges, students work in interdisciplinary teams on authentic, complex cases. These cases often involve situations where the best interests of the child are difficult to determine or conflict with the expectations of parents or professionals. To form well-rounded judgments, these issues must be analysed not only from ethical and legal perspectives but also from pedagogical and educational viewpoints. Students collaborate in small groups, drawing on each other's professional perspectives. By sharing knowledge and expertise, they learn from one another and are challenged to move beyond a single professional viewpoint, focusing instead on the best interests of the child.” (Guérin & Beelen, 2022).

To deepen their understanding, the students worked online with peers from Durban, South Africa, gaining insights into how children’s rights are perceived on the other side of the world. This international collaboration further enriched their perspectives on children’s rights.