Strategic Thinking Skills and Solution-Focused Practices as Predictors of Global Competence

Education

Global competence has become an essential quality for teachers in fostering inclusive, culturally responsive, and globally aware classrooms. Hence, this study investigated the predictive influence of strategic thinking skills and solution-focused practices on teachers’ global competence. Utilizing a descriptive-correlational design, the study involved 200 public elementary school teachers in Tagum City, who were selected through stratified random sampling for the 2025–2026 school year. Adapted survey instruments were employed to measure the variables under investigation. Mean, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. The results revealed that the respondents agreed on the presence of strategic thinking skills, solution-focused practices, and global competence. Correlation analysis indicated a significant relationship among the three variables. Furthermore, regression analysis revealed that two indicators of strategic thinking skills, including systems thinking and reflecting, significantly predicted global competence, while reframing did not reach statistical significance. Similarly, the indicators of solution-focused practices, such as problem engagement, goal orientation, and resource activation each emerged as significant predictors of global competence. These findings highlight the importance of teachers’ ability to think critically, plan strategically, and maintain a proactive, goal-driven approach in addressing challenges within the global educational context. It is recommended that educational institutions may implement professional development programs that cultivate both strategic and solution-focused thinking among teachers to enhance their global competence and effectiveness in diverse learning environments.

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