Programme for International Student Assessment (PISA) 2018 - global competence: results - highlights
The results of the PISA 2018 assessment of Global Competence, showing Scotland’s results and those of other participating states.
Chapter 8: Taking action for collective well-being and sustainable development
Key findings
- A higher proportion of students in Scotland (81.4%) reported thinking of themselves as a citizen of the world than the OECD average (76.2%)
- Almost two-thirds of students in Scotland (64.2%) reduce the amount of energy that they use at home to protect the environment
- Girls, students from advantaged backgrounds, and immigrant students in Scotland reported taking more actions for sustainability and wellbeing
A sense of agency regarding global issues
58. PISA 2018 asked students the extent to which they agree ("strongly disagree", "disagree", "agree", "strongly agree") with six statements relating to their sense of agency regarding global issues. Responses to these statements were combined to create the index of agency regarding global issues. Positive values in this index indicate that students have a greater sense of global-mindedness than the average student across OECD countries.
| Scotland | OECD[10] | |
|---|---|---|
| I think of myself as a citizen of the world | 81.4 | 76.2 |
| When I see the poor conditions that some people in the world live under, I feel a responsibility to do something about it | 66.4 | 67.3 |
| I think my behaviour can impact people in other countries | 52.7 | 56.0 |
| It is right to boycott companies that are known to provide poor workplace conditions for their employees | 70.4 | 66.3 |
| I can do something about the problems of the world | 54.4 | 57.5 |
| Looking after the global environment is important to me | 71.6 | 77.9 |
| Index of global mindedness | -0.05 | 0.00 |
Figures in bold represent the figure which is statistically significantly higher (where a statistically significant difference exists)
59. Compared to the OECD average, pupils in Scotland were more likely to think of themselves as a citizen of the world and to agree that it is right to boycott companies that are known to provide poor workplace conditions for their employees. Girls, immigrant students and those from a more advantaged background were more likely to have positive scores for global mindedness.
Capacity to take action
60. PISA 2018 assessed students' willingness to take action using a series of eight yes-or-no statements. The statements covered topics related to environmental protection, gender equality, and staying informed about international and social issues, such as poverty and human rights.
| Scotland | OECD[11] | |
|---|---|---|
| I reduce the energy I use at home to protect the environment | 64.2 | 70.6 |
| I choose certain products for ethical or environmental reasons, even if they are a bit more expensive | 33.2 | 45.3 |
| I sign environmental or social petitions online | 21.5 | 25.4 |
| I keep myself informed about world events via Twitter or Facebook | 78.0 | 64.0 |
| I boycott products or companies for political, ethical or environmental reasons | 19.2 | 26.8 |
| I participate in activities promoting equality between men and women | 24.6 | 32.8 |
| I participate in activities in favour of environmental protection | 21.4 | 38.5 |
| I regularly read websites on international social issues | 42.3 | 46.4 |
Figures in bold represent the figure which is statistically significantly higher (where a statistically significant difference exists)
61. Students in Scotland participate in a range of actions to protect the environment, including reducing the energy used at home (64.2%), choosing certain products for enivronmental reasons (33%), signing petitions online (21.5%), and boycotting products (19.2%). However, they were less likely than the OECD average to do so. One action that students were more likely than the OECD average to take was to keep informed about world events via Twitter or Facebook (78%).
62. Table 8.3 shows the average number of actions taken by different groups for sustainability and collective wellbeing:
| Scotland | OECD[12] | |
|---|---|---|
| Gender | ||
| Girls | 3.25 | 3.56 |
| Boys | 2.81 | 3.40 |
| PISA Index of economic, social and cultural status | ||
| First quarter (most disadvantaged) | 2.79 | 3.26 |
| Second quarter | 2.85 | 3.40 |
| Third quarter | 3.11 | 3.52 |
| Fourth Quarter (least disadvantaged) | 3.50 | 3.72 |
| Immigration status | ||
| Non-immigrant students | 3.01 | 3.46 |
| Immigrant students | 3.31 | 3.54 |
Figures in bold represent the figure which is statistically significantly higher (where a statistically significant difference exists)
63. In 26 countries and economies, boys reported a greater number of actions taken for sustainability and collective wellbeing. The reverse was true in 17 countries, including Scotland. Both boys and girls in Scotland reported taking fewer actions than the OECD average for their gender.
64. Students from a more advantaged background reported taking a greater number of actions in both Scotland and across the OECD, while immigrant students report a greater number than non-immigrant students.
Contact
Email: keith.dryburgh@gov.scot
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