Deconstructing International Education Communication:The Dissemination of Global Competence from the U.S. to the World
China's international education communication,driven by policy imperatives and practical challenges,calls for insights from global cases. The international dissemination of Global Competence from the U.S. serves as a revealing example of the structural interactions involved. Utilizing an analytical framework based on the seven elements of international communication,study identifies that the initial dissemination of U.S. Global Competence is largely driven by OECD demands. The OECD selectively appropriates elements from the U.S. discourse system that align with its liberal ideology,leveraging multi-level,non-institutional relationships influenced by mainstream narratives surrounding sustainable development education.Following this,OECD employs various educational governance mechanisms,enhancing the global visibility and impact of Global Competence through PISA assessments. However,this approach has also attracted substantial criticism,resulting in a mere diffusion of the Global Competence concept rather than its substantive adoption. This process elucidates the structural relationships in which the international communication content and mechanisms are mutually reinforcing;the actors and audiences exhibit agency;and communication noise and control significantly affect dissemination outcomes. Learning from this,reshaping international education communication requires analyzing these dynamics,enhancing educational narratives,and deepening cross-cultural understanding.
global competenceinternational communication of educationeducational discourseOECD
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