Abstract
This study examines the representation and distribution of participation in the Department of Education's (DepEd) internationalization efforts across elementary and secondary education levels. Findings reveal a balanced approach by DepEd, ensuring equal representation from each educational level, indicative of its commitment to integrating global competencies throughout the education system. While secondary schools may exhibit higher degrees of internationalization due to greater resources, primary schools play a pivotal role in fostering early global awareness. The prevalence of early-career professionals in DepEd's internationalization projects underscores the importance of ongoing professional development in advancing global competency enhancement. However, further qualitative assessments are recommended to complement quantitative data and identify specific areas of success and improvement. Addressing hurdles such as resource limitations and providing clear guidance and support to educators are essential for effectively implementing internationalization projects. Moreover, ongoing professional development opportunities for educators, curriculum enhancement efforts, and community engagement initiatives are recommended to promote authentic learning experiences and cultivate students' strong sense of global citizenship.
