1 Introduction

China is transforming into a contributor to globalization, undertaking greater international responsibilities and promoting global governance. General Secretary Xi Jinping emphasizes the cultivation of professionals who are well-versed in the policies of the Party and the state and possess a global perspective. Global competence refers to the comprehensive ability to understand cultural differences, address challenges, and engage in communication and cooperation in the context of globalization. Establishing a framework and standards for global competence that align with China's national conditions is key to improving the quality of talent cultivation and advancing the development of a strong educational system. Beijing Foreign Studies University has developed the *Global Competence Standards for the New Era*, and this article will elucidate the rationale behind its formulation and interpret its connotations.

2 Basis for Establishment

The discussion covers the basis for establishing the *Global Competence Standards for the New Era*, including adherence to the Party and the state's policies and strategic tasks for talent development, as well as the implementation of the fundamental mission of fostering virtue through education. The *Competence Standards* are goal-oriented toward building a community with a shared future for mankind, referencing relevant standards in basic and higher education while drawing on international competence frameworks. The section emphasizes the guidance of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era in cultivating high-quality talents with a global perspective and international cooperation capabilities. Additionally, it highlights the importance of the concept of a community with a shared future for mankind, as well as the reference and adaptation of domestic and international competence frameworks during the development of the *Competence Standards*, particularly considering the differences between Chinese and Western perspectives on competencies.

3 Interpretation of Connotation

The in-depth interpretation of the *Global Competence Framework for the New Era* clarifies that the competence framework consists of four core competencies: humanistic literacy, intellectual literacy, communicative literacy, and collaborative literacy. Each core competency is supported by three key domains, and each key domain includes five-level descriptors.

Humanistic literacy encompasses national identity, global perspective, and cross-cultural integration. Intellectual literacy includes rational thinking, reflective judgment, and inquiry-based innovation. Communicative literacy covers communication willingness, language proficiency, and interaction strategies. Collaborative literacy involves shared vision, mission commitment, and mutual progress for win-win outcomes. These core competencies are interconnected, forming an organic whole of global competence. Humanistic literacy serves as the value foundation, intellectual literacy as the intellectual condition, communicative literacy as the critical link, and collaborative literacy as the practical principle.

The descriptors define the levels of the key domains within each core competency and outline the typical performance characteristics at each level, aiding in understanding the essence of global competence and providing specific directions and goals. Taking the fourth-level descriptor of communicative literacy as an example, it demonstrates the competencies required to achieve proficiency, including:

- Exhibiting high communicative awareness and responsibility in international interactions.

- Demonstrating an open-minded attitude toward differences among groups with diverse cultural backgrounds.

- Adapting flexibly to conflicts in complex communication scenarios.

- Possessing a win-win mindset.

- Willingly taking the initiative in social responsibilities.

- Actively participating in international exchange activities.

- Contributing to social harmony.

4 Usage Suggestions

The discussion covered the application of the *Global Competence Framework for the New Era* in areas such as talent development program design, curriculum planning, and competency assessment, emphasizing its significance for university faculty, students, education policymakers, and teaching administrators. The *Competence Framework* aids in policy optimization and education reform by integrating core global competencies into talent development plans, thereby enhancing capabilities in global governance and international communication. Educators can incorporate these core competencies into curricula and pedagogy to cultivate students' rational thinking, reflective judgment, and inquiry-driven innovation. Students can use the *Competence Framework* to clarify learning objectives, structure their studies, engage in seminars, and hone leadership and collaborative innovation skills, achieving well-rounded development and becoming globally competent talents aligned with national development strategies. When applying the *Competence Framework*, attention must be paid to comprehensiveness and practicality, avoiding formalism.

5 Conclusion

The paragraph emphasizes the importance of cultivating global competence for building a strong education system, considering it a key factor for a nation's participation in global governance and international competition. It proposes a framework and reference standards for global competence based on China's national conditions and educational realities, treating the *Competency Standards* as an initial exploration in refining educational objectives. The text expresses the expectation that these standards will prove effective in educational practice, while also committing to continuous updates and improvements based on feedback from educational implementation and the evolving demands of globalization.