European, global and intercultural dimension in curriculum development

Key competences

The learner Exit Profile at the end of basic education (primary and secondary education) sets out the key competences that learners should have acquired and developed by the end of basic education. The minimum teaching standards for each of the stages of basic education are intended to guarantee the development of the key competences. Thus, the curricula established by the educational administrations and their specification in the educational projects of the institution have this exit profile as a reference framework.

On the other hand Annex I of Royal Decree 95/2022 defines Pre-primary Education as the beginning of the process of acquiring the key competences.

As for Bachillerato, Royal Decree 243/2022 establishes that this stage must help students progress in the degree of development of the competences they should have acquired by the end of Compulsory Secondary Education, in accordance with the exit profile of students at the end of basic education.

The key competences in the exit profile are based on the European Union Council Recommendation of 22 May 2018 which include multilingual competence, citizenship competence and competence in cultural awareness and expression related to the European, global and intercultural dimension.

• Plurilingual competence: initiates contact with other languages and cultures, promoting respect for diversity and an interest in expanding linguistic repertoire, fostering dialogue and democratic coexistence.
• Citizenship competence: encourages responsible and participatory citizenship, based on social and civic understanding, democratic values, human rights, ethical reflection, and a sustainable lifestyle aligned with the 2030 Agenda.
• Cultural awareness and expression competence: involves understanding and respecting cultural and artistic expressions, developing one’s own identity, and valuing cultural heritage as a way of understanding and making sense of the world.

Pre-primary education

In pre-primary education, article 6 of Royal Decree 95/2022 establishes the educational authorities as responsible for promoting a first approach to the foreign language in the second cycle of pre-primary education, especially during the final year.

In addition, they may decide on the use of Content and Language Integrated Learning (CLIL) methodologies. In this case, they shall ensure that pupils develop their competence in the different languages in a balanced way throughout the stage.
Education administrations stress the importance of encouraging a first approach to a foreign language, especially during the last year of the second cycle.

The pre-primary stage defines three areas, in which it includes content compatible with the European, global and intercultural dimension of the curriculum: 

• Growth in Harmony: focused on personal and social dimensions, it includes a specific competence aimed at enabling pupils to establish social interactions on an equal basis, valuing friendship, respect, and empathy, in order to build an identity grounded in democratic values and respect for human rights.
• Discovery and Exploration of the Environment: promotes discovery, observation, and exploration of the environment, highlighting among its specific competences the ability to appreciate the importance of sustainable use, care, and conservation of the environment in people’s lives.
• Communication and Representation of Reality: focuses on the development of communication through different languages and forms of expression to build identity, represent reality, and interact with others. Its specific competences centre on effective, respectful, ethical, and creative communication from a communicative and interactive perspective in a plurilingual and intercultural context. Learning is organised around expression, comprehension, and interaction, with special attention to verbal language, and includes a competence linked to engagement with cultural manifestations as a first step towards recognising and valuing multicultural and plurilingual reality from early childhood.

Primary education

Article 7 of  Royal Decree 157/2022 defines the general objectives of the primary education stage. It defines that pupils should, by the end of the stage, acquire in at least one foreign language the basic communication skills that enable them to express and understand simple messages and to cope in everyday situations, as well as to know, understand and respect different cultures and differences among people, equal gender rights and opportunities and non-discrimination of people on the basis of ethnicity, sexual orientation or identity, religion or belief, disability or any other conditions;

Likewise, Article 6 of the same Royal Decree establishes that in the teaching of official languages they will be used only as a support in the process of learning the foreign language. In this process, priority will be given to comprehension, expression and oral interaction.

Annex II of Royal Decree 157/2022 includes the areas of "Knowledge of the Natural, Social and Cultural Environment",  "Foreign Language» and "Civic and Ethical Values"» with specific competences related to the European, global and intercultural dimension:

• The area of "Knowledge of the Natural, Social and Cultural Environment" includes competences aimed at identifying and valuing elements of the social and cultural environment, recognising the importance of cultural heritage and its responsible use; understanding the causes and consequences of human intervention in the environment; interpreting continuities and changes in the social and cultural environment; recognising and valuing diversity and gender equality with empathy and respect for other cultures, contributing to collective well-being and European integration values; and participating effectively and constructively in social life, respecting democratic values, human and children’s rights, as well as the principles and values of the Spanish Constitution and the European Union, while promoting equitable interactions and the peaceful resolution of conflicts.
• The area of "Foreign Language" establishes specific competences linked to appreciating and respecting linguistic, cultural, and artistic diversity through the foreign language, identifying and valuing similarities and differences between languages and cultures in order to navigate intercultural situations.
• The area of "Civic and Ethical Values" encompasses competences focused on acting and interacting in accordance with civic and ethical norms and values to promote democratic, fair, inclusive, and peaceful coexistence, as well as on understanding the relationships between the individual, society, and nature through reflection on eco-social issues, fostering a commitment to respect, care for, and protection of both people and the planet.

Compulsory secondary education

There are some subjects in this educational stage that contribute to the international dimension of the curriculum through their specific competences.

The subjects and their specific competences related to the international dimension of the curriculum, as detailed in Annex II of the Royal Decree 217/2022, are the following:

• Geography and History: develops competences aimed at critically analysing democratic systems and constitutional principles, exercising citizens’ rights and duties, and promoting social participation and cohesion; understanding historical, geographical, and cultural processes that explain multicultural reality, valuing diversity and inclusion; recognising and respecting one’s own and others’ identities through shared heritage, in relation to European values and the Universal Declaration of Human Rights; and valuing comprehensive citizen security, peace, international cooperation, and sustainable development within the framework of global citizenship. 
• Economics and Entrepreneurship: includes competences focused on ethically and collaboratively developing innovative and sustainable solutions to local and global needs, assessing their impact on the natural, social, cultural, and artistic environment.
•  Education in Civic and Ethical Values: promotes competences related to acting in accordance with civic and ethical norms and values to foster peaceful, respectful, democratic coexistence committed to the common good.
• Latin: incorporates competences aimed at valuing Latin civilisation as a foundation of European identity, as well as recognising linguistic similarities and differences to appreciate cultural and linguistic diversity.
• Spanish Language and Literature: addresses competences linked to recognising and valuing linguistic and pluricultural diversity, engaging in interlinguistic reflection, overcoming stereotypes, and using language ethically and democratically to support coexistence, equal rights, and conflict resolution through dialogue.
• Foreign Language: establishes competences aimed at valuing and respecting linguistic, cultural, and artistic diversity, identifying similarities and differences between languages and cultures to act empathetically and respectfully in intercultural contexts.

Bachillerato

Among the common and modality subjects taught in Bachillerato, those that delve most into the European and international dimension of education with their specific competences, as outlined in Annex I of Royal Decree 243/2022, are the following:

• Contemporary World History: develops competences aimed at identifying the challenges of the 21st century through critical analysis of sources and globalisation, valuing its local and global impact and the need for eco-social commitments linked to the Sustainable Development Goals.
• Art Fundamentals: promotes the understanding of changes in the conception of art through comparison of historical periods and cultural contexts, highlighting the enrichment brought by diversity.
• World Literature: includes competences focused on reading, interpreting, and evaluating the classics in relation to their context and cultural tradition, enhancing literary enjoyment and stimulating artistic creativity.
• History of Spain: incorporates competences aimed at recognising and respecting identity diversity, as well as critically analysing the role of beliefs and ideologies in shaping social and political life, valuing cultural diversity and respect for legitimate differing ideas.
• Geography: addresses competences related to analysing Spain’s natural diversity and geographical uniqueness within Europe and understanding globalisation as a framework of economic and social interdependence, promoting respect for human dignity and the environment from a global citizenship perspective.
• History of Philosophy: develops competences aimed at understanding and expressing historical philosophical concepts as an essential part of shared cultural heritage.
• Economics: establishes competences focused on analysing the challenges of today’s economy and the impact of globalisation and the digital revolution, in order to propose initiatives that promote equity, justice, and sustainability.
• Art History: includes competences aimed at analysing the functions of art throughout history and valuing artistic heritage at local, national, and global levels, promoting its conservation, responsible use, and contribution to the Sustainable Development Goals and collective identity.
• Foreign Language: encompasses competences aimed at valuing and adapting to linguistic, cultural, and artistic diversity, reflecting on similarities and differences between languages and cultures to foster mutual understanding and empathetic action in intercultural contexts.

Vocational training

One of the general principles of the Vocational Training System according to Organic Law 3/2022, is convergence with the vocational education training (VET) systems of the European Union and third countries, favouring internationalisation and transnational mobility.

Some of the objectives of vocational training include:

• the generation of inter-autonomic and transnational circuits of knowledge transfer between centres, companies or similar organisations, entities, teachers and trainees, promoting mobility projects;
• the extension of foreign language skills in the professional sphere.

For the purpose of internationalisation of VET, the General State Administration promotes:

• the signing of partnership agreements and the implementation of projects;
• participation in international exchange programmes;
• programmes based on dual vocational training degrees with mixed curricula from the two countries involved;
• dissemination activities to attract students to the Spanish vocational training system;
• cooperation with other countries in the design and implementation of their vocational training systems.

In addition, vocational training institutions can carry out training projects with companies abroad.

In the curriculum of the different professional branches, the vocational modules of the degree in Commerce and Marketing, especially those oriented towards financing and international trade, are the ones that focus more on the European and international dimension of education.

In these modules, students learn how to:

• develop international market research;
• analyse distribution channels in export markets;
• organise the international activity of companies;
• understand the international contracting regulations that regulate sales and purchase operations.

They also study the international economic structure, Spanish international trade, the European Union and third countries, international and regional organisations, multinational companies, international financing, the foreign exchange market and international credit management.

Partnerships and networks

The Erasmus+ 2021-2027 Program aims to offer opportunities for study periods abroad, traineeships, apprenticeships, work placements and staff exchanges in all fields of education, training, youth and sport. It is available, among others, to students and vocational training pupils.

The new partnership networks in which both pupils and staff in pre-primary, primary, secondary education and vocational training can participate are:

• Key Action 1-KA1 - Mobility Opportunities. There are two ways to access KA1 projects:
  • Accreditation System (KA120): an institution sets long-term goals. If their accreditation proposal is accepted, the institution is guaranteed Erasmus+ funding for mobility projects (KA121) until 2027.
  • Short-Term Projects (KA122): an institution sets short-term goals. It applies for a short-term project, which may last between 6 and 18 months.
• Key Action 2-KA2 - Cooperation Opportunities. There are two types of partnerships for cooperation:
  • Cooperation Partnerships (KA220): aimed at supporting the development, transfer, or implementation of innovative practices, as well as the execution of joint initiatives that promote cooperation, peer learning, and the exchange of experiences on a European scale.
  • Small-Scale Partnerships (KA210): Designed to expand access to the program for individuals and small-sized entities that are difficult to reach in the education sectors of school education, adult education, and vocational training.

The eTwinning Project, also dependent on the Spanish Service for the Internationalisation of Education (SEPIE), is a supplementary action of the Erasmus+ Programme which is open for participation to professionals working in pre-primary, primary and secondary education, of, at least, two European countries. Its main goal is to promote and facilitate contact, the exchange of ideas and partnerships between teachers and students of participant countries through the use of information and communication technologies. The duration of eTwining Projects is not fixed.