What in the GPI/GCI/IDI Do I Use? Examining Global Competency Measurement in Agricultural Teacher Education.
Research Poster Social & Behavioral Sciences 2025 Graduate ExhibitionPresentation by Mia Sullivan
Exhibition Number 76
Abstract
Introduction Preparing future agricultural educators with global competency is essential for equipping students with the skills necessary to navigate an interconnected world (Foster et al., 2014). High-impact practices such as study abroad, global coursework, and intercultural experiences enhance global learning outcomes (Kuh, 2008), yet inconsistencies in measuring these outcomes hinder program evaluation and improvement. This study examines the prevalence and effectiveness of three widely used global competency assessment tools—the Global Perspectives Inventory (GPI), Global Citizenship Inventory (GCI), and Intercultural Development Inventory (IDI)—in agricultural teacher education research presented at the American Association for Agricultural Education (AAAE) conferences (2019-2024). Methods A secondary data analysis of AAAE conference proceedings (2019-2024) was conducted using a keyword search for "global" to identify research related to global competency. Content analysis examined studies that employed GPI, GCI, IDI, or qualitative assessment methods such as interviews and reflective journaling. Results Fourteen AAAE conference papers addressed global competency measurement. GPI was the most frequently used standardized tool, while qualitative approaches remained prevalent. Notably, IDI was absent which raises the question of awareness and applicability in agricultural teacher education programs. Conclusions & Implications The findings suggest that a combination of standardized assessments and qualitative methods may provide a more comprehensive evaluation of global competency. Researchers should explore the validity of these instruments in agricultural teacher education and consider integrating multiple tools to enhance measurement accuracy. Further investigation is needed to understand the limited use of IDI and identify alternative intercultural assessment tools suitable for agricultural education.
Importance
In today’s interconnected world, agricultural educators play a key role in preparing students to understand global challenges and opportunities. Many teacher education programs include study abroad experiences and global coursework, but there is no clear or consistent way to measure how well these experiences help students develop global awareness. This study examines commonly used assessment tools to determine their effectiveness in agricultural education. The findings highlight the need for better ways to evaluate global learning, ensuring future educators are equipped to teach students about global agriculture and food systems. By improving how we measure global competency, this research helps strengthen agricultural education programs, preparing students to succeed in an increasingly global workforce.