面對全球化所帶來的國際人才培育挑戰，許多國際經貿組織與教育文化機構，紛紛勾勒出二十一世紀全球公民所必須具備的核心能力與基本素養，做為引領教育發展與教育實踐的藍圖，其中，尤以透過學校教育發展學生全球素養、增進跨文化理解與合作行動最受到關注。當前臺灣的發展與全球化息息相關，欲積極培養具競爭力的國際人才，學校教育必須要改弦更張、培養二十一世紀能力與素養，尤其需要向下扎根國際教育，提升中小學生的國際意識與全球素養，做好培育國際化人才的基礎教育。有鑑於此，本文特別借鏡國際有關全球素養之研究論述，分析全球素養架構的形成背景、內涵、重要性及培養全球素養之教學方法與策略，以期提供國內國際教育政策及實施108素養導向課程與教學實務之參考。

Facing the challenges of international talent cultivation induced by globalization, many international organizations as well as educational and cultural institutes have outlined frameworks of competence needed for global citizens of the 21st century in order to steer education development and educational practices. Among them, the most attention-getting ones are to educate students for global competence, and to develop their cross-cultural understanding and collaborative action skills. Situated in this globalized era, Taiwan’s development goes hand in hand with the world development. To effectively cultivate talents with global competitiveness, school education needs to make fundamental changes and to prepare students with 21st century skills. In particular, the implementation of international education should start with and take root in primary and secondary education to ensure basic education of international talent cultivation for preparing students with international awareness and global competence. With the attempt to learn from international experiences on teaching for global competence, this paper begins with an exploration of the background and concept of global competence framework. The authors then analyze the importance of global competence and synthesize strategies for teaching global competence, thereby providing implications for international education policies and competence-based curriculum and instruction.