Fostering Chinese preservice teachers’ global competence through inquiry learning in glocalised educational contexts

Informed by a theoretical discussion on teaching global competence, this case study explored how to use inquiry learning to foster Chinese teacher candidates’ acquisition of global competence. The results showed that inquiry learning helped student participants understand glocalised educational practices, perspectives, and ideologies; embrace global and intercultural engagement; and grasp the skills and dispositions to critically examine global and local educational issues, power discourses, and work for sustainable educational development. This study suggests pedagogical and programme improvement suggestions, including ensuring instructor guidance in inquiry learning and intercultural engagement, equipping students with critical sociocultural inquiry capabilities, and constructing international interaction platforms.