This contribution describes the important criteria and requirements of competence-oriented instruction as well as its back-grounds of learning theory and educational policy. This pedagogical perspective is linked with conditions and goals of education for global development. Prospects and challenges that emerge from the implementation of competence-oriented instruction in the field of education for global development are illustrated with an example. The example focuses on the complexity of domain-specific problems, on the self-regulation of learning, and on substantial learning results based on meaningful communication and well-structured knowledge.

Keywords
learning environment, orientation on problems, orientation on competencies, global development, teaching habits