Bridging Curriculum and Sustainable Development: A Mapping approach for Global Competencies

Abstract

This article considers the mapping of the subject programme “World Understanding” content of the 4th grade using 55 indicators developed by the Global Cities, Inc. program initiated by Bloomberg Philanthropies. These indicators serve as qualitative measures of educational content and functional literacy, including global competencies. The purpose of the study is to analyze the integration of education for sustainable development into the assessment system through the development of global competencies. The study is aimed at assessing the impact of global competencies on the formation of students' knowledge and skills necessary for solving global problems, as well as analyzing existing approaches in educational practice and the assessment system in order to improve mechanisms for achieving the Sustainable Development Goals. The findings reveal that 78% of the indicators (43 out of 55) identified through the mapping method and subject programme analysis align with the global competence indicators. This confirms that the indirect integration of global competencies is an effective tool that requires appropriate teacher training for full implementation.