Online Education and Students’ Global Competence in the COVID-19 and Post-COVID Era: An International Comparative Study

This study explores the impact of the COVID-19 pandemic on higher education and the acquisition of global competence (GC) through online and face-to-face instruction. GC is defined according to the AAC&U framework, including knowledge of other cultures, multicultural values, transnational solidarity, and collaboration with diverse people. Since 2020, we have conducted five international comparative surveys in Japan, the United States, South Korea, Taiwan, and Australia. The 2022 survey examined the “with-COVID-19” context, while the 2024 survey reflected the “post-COVID-19” era. Data were collected through nationwide online surveys of undergraduate students (N = 2,252 in 2022; N = 2,214 in 2024), complemented by interviews with students and faculty members. Findings reveal different trajectories across countries. Japan returned primarily to face-to-face education, while the United States and Australia institutionalized online instruction, and South Korea and Taiwan adopted hybrid approaches. Japanese students reported modest increases in study time outside class, whereas US students reported decreases. Social activities among Japanese students remained markedly lower than in other countries. Factor analysis of 23 GC items yielded three clusters: Intercultural and Liberal Arts Competence, Innovation and Knowledge Competence, and STEM and Language Competence. In most cases, online-oriented students demonstrated higher GC acquisition, with statistically significant differences (p < 0.001). However, Japan diverged, as face-to-face students reported stronger GC outcomes. Overall, results suggest that online learning can substantially enhance GC development. International comparisons highlight that hybrid and online formats support global engagement more effectively than face-to-face instruction alone. Sustaining the digital teaching practices developed during the pandemic will be critical for advancing higher education and strengthening global competencies in the future.