I. Introduction
The Indicators here below are formulated on the Four Dimensions established in the “White Paper 2.0 on International Education for Primary and Secondary Schools” (hereinafter referred to as “IE 2.0”) proposed by the Ministry of Education in 2020. The IE 2.0 already stipulates the Four Dimensions of the goal of Cultivating Global Citizen preparing students to become global citizens as follows:“Demonstrating national values,”“Respecting diverse cultures with international understanding,”“Strengthening international mobility,”and“Fulfilling the responsibilities of a global citizen.”Therefore, the school-based international education should be planned accordingly.

II. Indicators
A. General Overview
The corresponding Core Competencies have been first developed in line with the Four Dimensions in the IE 2.0, as well as in combination with three elements of the competencies—namely, knowledge, skills, attitudes and values—and in consideration of cognitive developments at different educational stages. Consequently, the Indicators are compiled afterward based on the predefined Core Competencies.
 
  1. Demonstrating national values:
    Students will develop an understanding of their national character, their nation's contributions to the world, as well as its level of international competitiveness, and the evaluation of their nation’s performance in the global context; thus, they can build self-esteem and confidence in their own culture.
  2. Respecting diverse cultures with international understanding:
    Students will recognize the diversity of world cultures to the extent of understanding, respecting, and appreciating the value of different cultures in the world. Furthermore, they will be able to put the concept of world peace into practice.
  3. Strengthening international mobility:
    Students will acknowledge the importance of global competencies, especially those in foreign languages, inquiry skills, critical thinking, application of information communication technology (ICT), and cross-cultural communication so that they can put these skills into action and devote themselves to lifelong learning.
  4. Fulfilling the responsibilities of a global citizen:
    Students will understand and respect universal human rights and moral responsibilities; they will also empathize with the plight and situation of the disadvantaged around the world, understand global sustainable development, and implement the principles of sustainability in daily life.

Table 1. Core Competencies of International Education (IE)
Core Competency Dimension Core Competency Description Content of Core Competencies
Elementary School (E) Junior HighSchool (J) Upper Secondary School (U)
Demonstrating national values Students will develop an understanding of their national character, their nation's contributions to the world, as well as its level of international competitiveness, and the evaluation of their nation’s performance in the global context; thus, they can build self-esteem and confidence in their own culture. Recognize national culture and its global status. Develop a sense of national identity, and demonstrate a basic understanding and a sense of belonging to one's own culture. Understand the developmental context of national culture and its relevance to global interactions. Build selfconfidence in national culture, and then demonstrate a sense of national identity from a global perspective. Think critically of any issues related to national identity, and analyze the nation’s strengths and weaknesses in the global context. Assume individual responsibilities for one’s own nation, and actively participate in the development of national culture.
Respecting diverse cultures with international understanding Students will recognize the diversity of world cultures to the extent of understanding, respecting, and appreciating the value of different cultures in the world. Furthermore, they will be able to put the concept of world peace into practice. Understand cultural diversity, and display a willingness and the ability to appreciate multicultural values. Develop cross-cultural skills of cooperating with and caring for multicultural groups. Contemplate the formation of cultural and international differences, and analyze the benefits and challenges of diversity, in order to cultivate multicultural competence and international perspective. At the same time, confront the differences and work out solutions during collaborating among multicultural groups. Explore multicultural situations within a global context. Understand the interactions, associations, and conflicts among multicultural groups, respect cultural diversity and support the concept of world peace from a global perspective. Actively initiate or promote cooperation among multicultural groups.
Strengthening international mobility Students will acknowledge the importance of global competencies, especially those in foreign languages, inquiry skills, critical thinking, application of information communication technology (ICT), and crosscultural communication so that they can put these skills into action and devote themselves to lifelong learning. Acquire basic language abilities and skills of information application and cross-cultural communication, generate motivation to explore global issues and cultivate problem-solving attitudes and strategies. Understand and appreciate the importance of language knowledge, multi-inquiry and crosscultural communication skills, and apply these skills in the international exchange activities. Display a willingness and the ability to engage in global interactions. Be familiar with language use and approaches of international exchanges, and demonstrate the abilities for global mobility by mastering use of technology, information media and systematic methods.
Fulfilling the responsibilities of a global citizen Students will understand and respect universal human rights and moral responsibilities; they will also empathize with the plight and situation of the disadvantaged around the world, understand global sustainable development, and implement the principles of sustainability in daily life. Understand the impact of personal choices and behavior on society and the environment. Realize further the importance of moral responsibilities, social justice, and sustainable development. Cultivate global citizenship and the methods of participation, and implement them in daily life Observe and analyze the practice and challenges of global moral responsibilities and social justice. Comprehend and empathize with the plight and situation of the disadvantaged. Explore global sustainable development action plans and strategic practices. Take the initiative in caring about the issues of global social justice and sustainable development. Recognize the importance of the interdependence of the global community, critically analyze the context of social injustice, and develop effective improvement strategies and implement them in daily life.
B. Descriptions of Each Educational Stage
The elementary school emphasizes learning based on self-perception and experience. The main focuses include acknowledging, perceiving, and establishing methods. The junior high school is geared towards social connections and issues, and the main focuses are to understand context and process, cultivate a sense of respecting differences, and use a variety of inquiry methods aligned with skills. The upper secondary school emphasizes thinking critically about real-life scenarios and events, actively caring for injustices caused by differences, and developing action strategies. The content listed in each educational stage is the benchmark for reference, and a school is advised to adjust to its own context accordingly.

Table 2. Indicators of International Education Core Competencies
Educational Stage
Dimension		 Elementary School (E) Junior High School (J) Upper Secondary School (U)
Demonstrating national values E1 Understand cultural characteristics of one’s own nation and other nations in the world.
E2 Develop a local identity with an international perspective.
E3 Possess the ability to express the characteristics of one’s own culture.		 J1 Understand the relationship of development between one’s own nation and other nations in the world.
J2 Develop national awareness with an international perspective.
J3 Take actions aligned with the national values of one’s own nation.		 U1 Understand the role and situation of one's own nation in international society from a historical context.
U2 Acknowledge one’s own responsibilities to the nation.
U3 Participate in the sustainable development of one’s own nation.
Respecting diverse cultures with international understanding E4 Understand the diversity of world cultures.
E5 Develop the willingness to learn about different cultures.
E6 Distinguish between characteristics of conflict and amity.		 J4 Understand the situation of cross cultures and global coopetition.
J5 Respect and appreciate the values of different cultures in the world.
J6 Assess scenarios of conflict and propose solutions.		 U4 Analyze the position of one’s nation in global coopetition.
U5 Acknowledge the importance of cross-cultural reflection.
U6 Propose an action plan and implement it in daily life to maintain world peace.
Strengthening international mobility E7 Recognize different types of global competency.
E8 Recognize the importance of developing global competency.
E9 Participate in different types of international cultural activities.		 J7 Understand the important content of cross-language and inquiry learning.
J8 Perceive the importance of foreign language acquisition and inquiry learning for the development of global competency.
J9 Utilize crosscultural communication skills to participate in international exchanges.		 U7 Understand the multiple approaches of cross-language or inquiry learning.
U8 Self-reflect on the learning process and results of global competency.
U9 Communicate cross-culturally and engage in international collaboration.
Fulfilling the responsibilities of a global citizen E10 Recognize universal human rights and moral responsibilities.
E11 Empathize with the disadvantaged of the plight and situation in the world.
E12 Observe global issues and then develop daily action plans to manage them.		 J10 Understand the philosophy of global sustainable development.
J11 Respect and protect the human rights and dignity of different cultural groups.
J12 Explore global issues and conceive local action plans for sustainable development.		 U10 Identify action strategies for global sustainable development.
U11 Recognize the importance of the interdependence of the global community.
U12 Possess the ability to develop global issues solutions and evaluate their efficiency.
C. Domains/Subjects Integration
  1. Suggested Domains of Integration:
    IntegrationInternational education is an important element of the core competencies of the Curriculum Guidelines of 12-Year Basic Education. Therefore, it should be integrated into all domains/subjects to different degrees with various strategies.
  2. Principles of Integration:
    Relevant courses, teaching materials, and teaching models can gradually be developed according to the curricular needs of each educational stage. School teachers are highly encouraged to integrate global issues, foreign languages, and cultural studies into their curricula to cultivate global talents who will demonstrate national values, respect diverse cultures with international understanding, strengthen international mobility, and fulfill the responsibilities of a global citizen.
  3. Examples:
    • Integrated Courses
      International education issues can be integrated into one formal curriculum, either within a single subject or an interdisciplinary course. For instance, based on the United Nations Sustainable Development Goal 16 “Peace, justice and strong institutions,” one unit that discusses "Social Institutions" in the Social Studies can be integrated into the perspectives of cross-nation and global contexts to discuss different international cases, in order to develop an action-oriented international education curriculum.
    • School-Based Curricula
      Elementary and secondary schools can develop international education curricula that feature the school’s vision and characteristics. Schools can utilize an alternative curriculum that builds on certain IE issues as the core of the curriculum to achieve interdisciplinary learning. Research projects, issuebased inquiry, or hands-on/experimental, exploratory courses can be adopted to enhance students’ integration of global competency and daily life application. For example, a school may use “Sustainable Dining Table” as the school-based IE curriculum, integrating comprehensive domains of English, Social Studies, Science, and Integrative Activities. Students will be able to understand the food crisis in the global context through the reflection on the ideality and reality of international cooperation during the class and become encouraged to advocate food sustainability.
D. Supplementary Resources
  1. Curriculum Guidelines of 12-Year Basic Education- General https://cirn.moe.edu.tw/Upload/file/32077/83646.pdf