Korean Educational Development Institute(KEDI)

DOI: 10.22804/kjep.2020.17.2.003

Open Access

This article is distributed under the terms of the Creative Commons Attribution NonCommercial NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which permits non-commercial use and distribution of the work, provided that the original work is properly cited and no modifications or derivative works are made.

License: https://creativecommons.org/licenses/by-nc-nd/4.0/

ⓒKorean Educational Development Institute (KEDI)

Abstract

The aim of this study is to investigate the relationship between school-based global learning education (GLE), knowledge, family income, and global competence, which consists of global perspective and intercultural literacy. Based on a survey of 599 high school students in Shenzhen, it finds that school-based GLE has direct positive effects on intercultural literacy. Although GLE does not have a direct impact on global perspective, it can influence global perspective through knowledge. When family income is taken into consideration, school-based GLE has no impact on the knowledge of students from low-income families, and their knowledge has no effect on their intercultural literacy. In contrast, family income has a negative impact on the knowledge of students from high-income families, and their knowledge has a positive effect on their intercultural literacy.