Examining engineering students’ perceptions of global competence using Q methodology

Global competence is increasingly recognised as essential for engineering graduates to effectively address complex, global challenges, yet its definition remains contested and dominated by Western frameworks with limited input from engineering students. This study examines how Hong Kong engineering undergraduates themselves understand global competence. Using Q methodology, 21 students sorted 58 statements reflecting diverse conceptualisations of the construct. Factor analysis identified four distinct viewpoints: (1) the Socially Responsible Global Citizen, (2) the Technically‑Oriented Pragmatic Global Engineering Professional, (3) the Localised Ethical and Caring Engineer, and (4) the Intercultural Open‑Minded Explorer. These perspectives both align with and challenge existing models, illustrating that global competence in engineering is multidimensional and interpreted in varied ways by learners. The findings highlight the need for a pluralistic, students‑as‑partners approach to global competence education, one that values students’ diverse understandings and better prepares them for the complexities of global engineering practice.