1　Introduction

Elaborates on the significance of global competence cultivation in national strategy and foreign language education, noting its relevance to three dimensions: individual development, national strength, and the building of a community with a shared future for mankind. It also reveals the current deficiencies in global awareness and intercultural competence cultivation in China's foreign language education, and subsequently proposes the research objective of constructing a China-characterized global competence cultivation framework.

2　Research Foundations of Global Competence

Systematically reviews the theoretical foundations of global competence, paradigm shifts in foreign language education, practical explorations, and distinctions from related concepts. Regarding conceptual definition, international research has evolved from instrumental competence to comprehensive literacy and responsibility orientation. The OECD 2018 framework established four dimensions—knowledge, cognitive skills, social skills and attitudes, and values—but exhibits Western-centric limitations. Domestic research has gradually shifted from concept introduction to localized construction, emphasizing Chinese stance and cultural identity, with achievements such as Tsinghua University's six core competencies and the Standards for Global Competence in the New Era reflecting this trend. The field of foreign language education has undergone paradigm transformation from intercultural communicative competence to global competence, with theories such as Byram's ICC model and the U.S. Standards for World Language Learning providing support for implementing global competence, while domestic research has explored integrated education mechanisms combining language, critical thinking, and ideological-political education. At the practical level, approaches including project-based teaching, situated learning, international exchange, and technology empowerment continue to expand, yet problems persist such as dispersed cultivation pathways, lack of systematic frameworks, and unclear operational pathways. Through comparison with intercultural communicative competence and international communication capacity, global competence demonstrates stronger integration, practical orientation, and systematic characteristics across four dimensions—knowledge foundation, key skills, attitudinal awareness, and values—though localized reconstruction based on China's developmental practice remains necessary.

3　A Framework for Global Competence Cultivation in Foreign Language Education in the Chinese Context

Constructs a framework for global competence cultivation in foreign language education in the Chinese context, comprising three levels: core elements, cultivation principles, and cultivation pathways. At the core elements level, a four-dimensional structure of "values, knowledge, skills, and attitudes" is established, with the values dimension occupying the central position as the fundamental driving force for other dimensions. The values dimension constructs a three-tier structure of "universal virtues—shared values of humanity—core socialist values," reflecting both international consensus and Chinese stance. The knowledge dimension encompasses local knowledge, area studies knowledge, global issue knowledge, intercultural knowledge, and interdisciplinary knowledge, supporting individuals' rational judgment in global contexts. The skills dimension emphasizes the progressive integration of "cognitive ability—communicative ability—action ability," building a capability system from understanding the world to shaping the world. The attitudes dimension includes three psychological orientations: openness, inclusiveness and respect; national cultural identity; and awareness of a community with a shared future for mankind, cultivating talents with both patriotic sentiment and global vision. At the cultivation principles level, five principles are proposed—"rooted in the homeland with eyes on the world," "integration of knowledge and action with practice as foundation," "innovation leadership and technology-driven development," "collaborative progress with responsibility," and "lifelong learning and continuous growth"—providing direction for cultivation pathways. At the cultivation pathways level, specific implementation plans corresponding to the five principles are proposed: international expression training oriented toward Chinese stance, global issue-driven task-based learning, digital-intelligence-empowered interdisciplinary integration, multi-party collaborative global governance practice, and outcome-oriented global competence assessment, aiming to achieve spiral advancement from internalized understanding—situated expression—authentic action, and promote students' comprehensive global competence development.

4　Conclusion

Emphasizes that cultivating foreign language talents with global competence has become a national strategic need, and notes that the cultivation framework constructed in this paper is grounded in the Chinese context, with values governing the dimensions of knowledge, skills, and attitudes to form a systematic theoretical structure. It also indicates that this framework requires continuous testing and refinement in teaching practice, and that future directions should explore its application in curriculum design, assessment of cultivation effectiveness, and integration into teaching evaluation and teacher development mechanisms.