Abstract
The concept of global competence has become increasingly prominent in contemporary educational settings, particularly in the context of foreign language teacher education. However, despite its frequent presence in international policy frameworks, practical approaches to its assessment remain insufficiently specified. In particular, there is a lack of empirically grounded descriptor systems tailored to the professional development of future foreign language teachers. The present study addresses this gap by proposing and refining a level-based model of global competence descriptors. The study was implemented in three phases. In the first phase, a comparative analysis of existing models of global competence and intercultural communicative competence was conducted to clarify structural components. A preliminary set of performance-based can-do descriptors was developed and grouped into hierarchical levels. To evaluate content validity, eight experts reviewed the descriptors using the content validity ratio procedure and inter-rater agreement analysis. The findings show strong foundational qualities, such as openness to cultural diversity and general cultural awareness. Still, when it comes to complex aspects such as critical reflection and responsible action, the level of demonstrated competence appears to be less pronounced. This pattern suggests that global competence develops gradually and that the proposed levels reflect real differences in students’ growth, rather than serving as a purely theoretical classification. By offering a structured and empirically examined descriptor framework, the study contributes to the practical operationalisation of global competence in teacher education. The results also underscore the need for more targeted pedagogical interventions to foster higher-level, action-oriented dimensions of global competence in future educators.