Abstract

This study utilizes data from PISA 2018, comprising 5,175 Vietnamese students aged 15 (representing 891,846 students after weighting), to identify factors influencing students’ global competence self-efficacy (GCSELFEFF) (OECD, 2019). Employing a multiple linear regression model with a complex sampling design and W_FSTUWT weights in accordance with OECD recommendations, the study examines the effects of socioeconomic and cultural background, classroom climate, global awareness and attitudes, as well as psychosocial factors and learning motivation on students’ global competence self-efficacy. The results indicate that awareness of global issues (β = 0.380, p < 0.001) and cognitive flexibility (β = 0.120, p < 0.001) exert the strongest effects. Statistically significant impacts are also found for socioeconomic status, classroom disciplinary climate, sense of school belonging, enjoyment of reading, and perceived general competence. The model explains 28.7% of the variance in the dependent variable. These findings suggest policy implications, including integrating global issues education into the curriculum, innovating teaching methods to foster critical thinking and multiperspectivity, and promoting a positive and inclusive school environment to enhance global competence among Vietnamese students.

Keywords: Global competence, học sinh Việt Nam, mô hình hồi quy, PISA 2018.