Integración de la competencia global en la política pública educativa colombiana

Abstract

In today’s global context, marked by increasing social, environmental, and technological challenges, education plays a key role in preparing citizens who are critical, ethical, and committed to sustainability. Within this scenario, it becomes relevant to question the extent to which the Colombian educational system is responding to these demands and whether public policies have effectively incorporated global competence into student learning. This study aims to analyze the integration of global competence in Colombian educational policy since 2018, identifying its scope, limitations, and opportunities for improvement through a critical and contextualized approach. The study employed a qualitative design that combined two main methodological components: a systematic literature review following the PRISMA protocol and a hermeneutic analysis inspired by Gadamer. Seventy-eight documents from academic and grey literature were selected, coded, and examined using ATLAS.ti to construct semantic networks that enabled an in-depth interpretation of the relationship between global competence and educational policy. The findings show that, although there are conceptual similarities between the framework proposed by the Organization for Economic Co-operation and Development and the official documents issued by the Ministry of National Education, there is no explicit adoption or structural alignment ensuring a coherent integration of global competence. The analysis also revealed limitations related to regulatory fragmentation, territorial exclusion, insufficient teacher training, and the lack of clear indicators to guide implementation. Nonetheless, the study identified significant pedagogical practices promoted by teachers and educational institutions that foster global competence through active methodologies, intercultural education, critical citizenship, peace education, and the use of digital technologies. Overall, the findings indicate that global competence has not been systematically incorporated into Colombian educational policy; however, they also highlight concrete opportunities to advance toward a more critical, inclusive, contextually relevant, and globally oriented education.