1 Introduction

In the context of globalization, China plays an increasingly important role in international affairs, and the demand for high-quality talents is growing day by day. Global competence has become the key to cultivating such talents, involving understanding cultural differences, addressing challenges, and participating in cooperation. Scholars emphasize that the Chinese education system should attach importance to the construction of a global competency standard system to meet the talent needs of the new era, enhance international competitiveness, and promote the construction of an educational powerhouse.

2 Development Background

Global competence is a reflection of a country's soft power, which is crucial for safeguarding national interests, promoting international relations, and addressing global challenges. It is also a fundamental quality of citizenship, involving moral character, thinking ability, cross-cultural communication and cooperation ability, and has a positive impact on personal development and social adaptability. The existing global competency framework mostly reflects Western values and is not fully applicable to China. The "Modernization of Education in China 2035" and the "Opinions of the Ministry of Education and Eight Other Departments on Accelerating and Expanding the Opening up of Education in the New Era" both emphasize the development of quality standards for talent cultivation that are in line with the times, and the cultivation of internationally competitive talents with global competitiveness. Building a global competency standard with Chinese characteristics has important reference value for university teachers and students, policy makers, and researchers.

3 Development process

The research team for the development of the "New Era Global Competency Standards" relies on the project of Beijing Foreign Studies University. Starting from May 2022, it took two years to complete the development of the "Competency Standards" through five stages: preliminary analysis, literature analysis, framework construction, descriptive language drafting, and optimization and improvement. In the preliminary research stage, the research team analyzed the global competency framework of international organizations and well-known think tanks, as well as China's talent development documents, clarifying the essence of global competency and the value orientation of the "Competency Standards", emphasizing the importance of the concept of a community with a shared future for mankind and excellent traditional Chinese culture. In the literature analysis stage, the research team analyzed the core competencies and common characteristics of descriptive language in various literacy frameworks, identified four categories of humanistic literacy, intellectual literacy, communication literacy, and cooperation literacy, and analyzed the similarities and differences between domestic and foreign literacy frameworks. During the framework construction phase, the research team developed a global competency framework based on the four core competencies and clarified the relationship between core competencies and key areas. In the stage of drafting descriptive language, the research group has identified five drafting principles, drafted five level descriptive language, and made repeated revisions and improvements. In the optimization and improvement stage, the research team summarized and optimized the five level descriptive language, formed the initial draft of the "Competency Standards", and supplemented and improved it based on expert opinions, ultimately completing the development work.

4 Development Features

Emphasis was placed on the three major features of the development of the Global Competency Standards for the New Era. Firstly, based on the needs of the national conditions, a comprehensive framework has been constructed, which not only draws on international experience but also integrates into China's national conditions, emphasizing the equal importance of morality and ability, and cultivating talents with patriotism and global competitiveness. Secondly, integrating innovative concepts, highlighting cultural characteristics, attaching importance to the combination of excellent traditional Chinese culture and modern educational concepts, enhancing cultural confidence and patriotism, and cultivating international talents with a global perspective and profound cultural heritage. Finally, emphasis should be placed on scientific design to ensure logical rigor. By analyzing the common characteristics of literacy frameworks both domestically and internationally, the scientific and representative nature of the framework should be ensured, making it operable and providing clear guidance for talent cultivation at different levels.

5 Conclusion

The importance of developing the "Competency Standards" was emphasized, which combines international experience with China's actual situation, provides systematic guidance for global competency education, and supplements the standards for talent cultivation in universities. This standard aims to cultivate international talents with both moral integrity and professional competence, reflecting China's unique perspective in global competency education. At the same time, it is pointed out that the development of the "Competency Standards" still needs continuous optimization and practical research to promote the development of global competency education and contribute Chinese wisdom to building a community with a shared future for mankind.