Developing and Validating the Glocal Competency Scale for Primary School Teachers to Adapt Global Standards to Indonesian Local Contexts
This research develops and preliminarily validates the Glocal Competency Scale for Primary School Teachers (GCS-PST), an instrument designed to measure the capacity of Indonesian primary school teachers to translate globalized curriculum standards into glocalized values within local cultural contexts. The widespread influence of global educational frameworks such as Global Citizenship Education (GCE) and Education for Sustainable Development (ESD) requires teachers to contextualize international standards within culturally specific local settings. Existing teacher competency instruments address either global or local dimensions in isolation, producing a measurement gap for the integrated glocal competency construct. To address this gap, the study employed a Research and Development (R&D) paradigm across four systematic stages: (1) comprehensive literature review, (2) item development based on five theoretically grounded dimensions, (3) expert judgment using Content Validity Index (CVI) calculations, and (4) field-testing combined with in-depth qualitative exploration involving 30 primary school teachers. This study adopted an Explanatory Mixed-Methods design: quantitative descriptive data from scale responses were explained and enriched by open-ended responses, interviews, and direct observations from the same 30 participants. Content validity was evaluated using CVI calculations, while reliability was assessed using Cronbach’s alpha and McDonald’s omega. Results demonstrate acceptable preliminary psychometric properties with overall reliability coefficients of α = 0.87 and ω = 0.89. Descriptive analysis shows that participants exhibited moderate to high levels of glocal competency across all five dimensions. Qualitative findings further illuminate how teachers perceive and enact glocal competency in their daily practice. The five-dimensional structure encompasses Situated Global Practice, Glocal Curriculum Design, Critical-Cultural Awareness, Local Cultural Awareness and Expression, and Intercultural Collaboration and Digital Mediation.
Keywords: Glocal competency, Primary school teachers, Instrument development, Global citizenship education, Cultural adaptation.
Aliyyah, R. R., Rasmitadila, Gunadi, G., Sutisnawati, A., & Febriantina, S. (2023). Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic. Journal of Education and E-Learning Research, 10(2), 154–164. https://doi.org/10.20448/jeelr.v10i2.4490
Astorga, J. M. O., & González-Carrasco, F. (2025). Evaluative Judgment: A Validation Process to Measure Teachers’ Professional Competencies in Learning Assessments. Education Sciences, 15(5), 624. https://doi.org/10.3390/educsci15050624
Aydin, M. K., Yildirim, T., & Kus, M. (2024). Teachers’ digital competences: a scale construction and validation study. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1356573
Bellini, D., Crescentini, A., Zanolla, G., Cubico, S., Favretto, G., Faccincani, L., Ardolino, P., & Gianesini, G. (2019). Mathematical Competence Scale (MCS) for Primary School: The Psychometric Properties and the Validation of an Instrument to Enhance the Sustainability of Talents Development through the Numeracy Skills Assessment. Sustainability, 11(9), 2569. https://doi.org/10.3390/su11092569
Bosire, A., Correia, L. G., & Coelho, D. P. (2025). Envisioning Global Education in Rwanda: Contributions from Secondary School Teachers. Education Sciences, 15(5), 619. https://doi.org/10.3390/educsci15050619
Bümen, N. T., & Holmqvist, M. (2022). Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts. Journal of Curriculum Studies, 54(6), 832–851. https://doi.org/10.1080/00220272.2022.2121178
Chandir, H., & Blackmore, J. (2024). Situated enactments of global competence in three schools in Victoria. Journal of Education Policy, 39(5), 817–837. https://doi.org/10.1080/02680939.2023.2299471
Daga, A. T., Wahyudin, D., & Susilana, R. (2023). Students’ Perception of Elementary School Teachers’ Competency: Indonesian Education Sustainability. Sustainability, 15(2), 919. https://doi.org/10.3390/su15020919
Dong, J., Chen, X., Chen, C., & Chen, C. (2025). Development and validation of a deep learning–based assessment tool for teacher leadership: A case study from Xinjiang, China. PLOS One, 20(9), e0331560. https://doi.org/10.1371/journal.pone.0331560
Eliyawati, Widodo, A., Kaniawati, I., & Fujii, H. (2023). The Development and Validation of an Instrument for Assessing Science Teacher Competency to Teach ESD. Sustainability, 15(4), 3276. https://doi.org/10.3390/su15043276
Fan, L., Cheng, G., & Yan, N. (2025). Assessing local cultural awareness in university EFL learners: A Delphi and AHP-based index framework. PLOS One, 20(10), e0332233. https://doi.org/10.1371/journal.pone.0332233
Hamwy, N., Bruder, J., Sellami, A., & Romanowski, M. H. (2023). Challenges to Teachers Implementing Sustainable Development Goals Frameworks in Qatar. Sustainability, 15(15), 11479. https://doi.org/10.3390/su151511479
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Kartowagiran, B., Suyanta, S., Hamdi, S., Jaedun, A., Ahman, A., Rusijono, R., & Laliyo, L. A. R. (2020). Development of Web-based Application for Teacher Candidate Competence Instruments: Preparing Professional Teachers in the IR 4.0 Era. European Journal of Educational Research, volume-9-2(volume-9-issue-4-october-2020), 1749–1763. https://doi.org/10.12973/eu-jer.9.4.1749
Keogh, S. C., Stillman, M., Awusabo-Asare, K., Sidze, E., Monzón, A. S., Motta, A., & Leong, E. (2018). Challenges to implementing national comprehensive sexuality education curricula in low- and middle-income countries: Case studies of Ghana, Kenya, Peru and Guatemala. PLOS ONE, 13(7), e0200513. https://doi.org/10.1371/journal.pone.0200513
Kerkhoff, S. N., & Cloud, M. E. (2020). Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education. International Journal of Educational Research, 103, 101629. https://doi.org/10.1016/j.ijer.2020.101629
Lee, C., Shiyama, A., & Shafeeqa, F. (2026). Our World, Our Futures: A dialogic approach to environmental literacy and global citizenship education in primary schools in the Maldives and England. British Educational Research Journal, 52(1), 180–204. https://doi.org/10.1002/berj.70050
Nevado-Luna, J. M., Valle Díaz, S. Del, Sánchez, F. S., & Rodríguez-Gómez, I. (2025). Key Competences That Allow Excellence in Teaching Practice. International Journal of Instruction, 18(3), 1–18. https://doi.org/10.29333/iji.2025.1831a
Parmigiani, D., Jones, S.-L., Silvaggio, C., Nicchia, E., Ambrosini, A., Pario, M., Pedevilla, A., & Sardi, I. (2022). Assessing Global Competence Within Teacher Education Programs. How to Design and Create a Set of Rubrics With a Modified Delphi Method. Sage Open, 12(4). https://doi.org/10.1177/21582440221128794
Pineda, I., Tsou, W., & Chen, F. (2024). Glocalization in CLIL: analyzing the training needs of in-service CLIL teachers in Taiwan and Spain. Journal of Multilingual and Multicultural Development, 45(7), 2382–2399. https://doi.org/10.1080/01434632.2022.2050380
Robertson, R. (2000). Globalization: Social Theory and Global Culture. SAGE Publications Ltd. https://doi.org/10.4135/9781446280447
Roudometof, V. (2016). Glocalization. Routledge. https://doi.org/10.4324/9781315858296
Shih, Y.-H. (2022). Designing Culturally Responsive Education Strategies to Cultivate Young Children’s Cultural Identities: A Case Study of the Development of a Preschool Local Culture Curriculum. Children, 9(12), 1789. https://doi.org/10.3390/children9121789
Sum, R. K. W., Ha, A. S. C., Cheng, C. F., Chung, P. K., Yiu, K. T. C., Kuo, C. C., Yu, C. K., & Wang, F. J. (2016). Construction and Validation of a Perceived Physical Literacy Instrument for Physical Education Teachers. PLOS ONE, 11(5), e0155610. https://doi.org/10.1371/journal.pone.0155610
Suri, D., & Chandra, D. (2021). Teacher’s Strategy for Implementing Multiculturalism Education Based on Local Cultural Values and Character Building for Early Childhood Education. Journal of Ethnic and Cultural Studies, 8(4), 271–285. https://doi.org/10.29333/ejecs/937
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2023). Assessing teachers’ digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education. Education and Information Technologies, 28(12), 16017–16040. https://doi.org/10.1007/s10639-023-11848-9
van Werven, I. M., Coelen, R. J., Jansen, E. P. W. A., & Hofman, W. H. A. (2023). Global teaching competencies in primary education. Compare: A Journal of Comparative and International Education, 53(1), 37–54. https://doi.org/10.1080/03057925.2020.1869520
Wang, Y., Nokkala, T., & Moate, J. (2024). Comparing Finnish and Chinese national teacher education frameworks from the teacher competency perspective. European Journal of Teacher Education, 1–20. https://doi.org/10.1080/02619768.2024.2361108
No supplementary information available.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to Pedagogy Review that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Address:
CV. IMRECS: Jalan Gagak I, Kecamatan Larangan, Kota Tangerang. Postal Code: 15155
STKIP Al Islam Tunas Bangsa: Jalan Z.A. Pagar Alam No. 41 Gedong Meneng Bandar Lampung