Science Teacher learning of the intercultural and digital components needed to plan how to teach global competence

Teachers need a professional profile to promote students' global competence (GC). The OCDE proposes the GC to educate citizens who are aware of global issues, sensitive to cultural diversity and have digital skills. However, the literature lacks explicit information about what teachers need to learn to appropriately promote students’ GC. Despite this gap, the referents indicate that teachers need to learn at least an intercultural and digital component to teach the GC. This paper aims to describe the learning process of a pre-service teacher engaged in a virtual module on planning intercultural teaching of science with virtual media. The epistemological bridge and the intercultural teaching practice for science education (ITPSE) of planning are the framework. The qualitative methodology analyses learning before and after the online module using some a priori categories. The data collecting instruments are a prior knowledge survey, a guiding tool based on the ITPSE of planning, and a final evaluation survey. As a result, before the module, the teacher’s proposal partially included culturally differentiated epistemologies and did not explicitly offer virtual means for teaching. Moreover, at the end of the module, the teacher’s proposal included culturally differentiated epistemologies and virtual means for teaching. In conclusion, the teacher’s learning transits from partial to total epistemological inclusion and explicit virtual means for teaching.