In 2018 the Organization for Economic Cooperation and Development (OECD) stressed that 'citizens need not only the skills to be competitive and ready for a new world of work, but more importantly they also need to develop the capacity to analyse and understand global and intercultural issues' (OECD 2018, 2). The OECD global competence framework will soon be the main global educational instrument to assess 15-year-old students around the world as part of the OECD's 2018 Programme for International Student Assessment (PISA) (OECD 2018). The document titled "Preparing Our Youth for an Inclusive and Sustainable World: The OECD Global Competence Framework"(OECD 2018) is supplemented by a separate document for teachers and educators titled "Teaching For Global Competence in a Rapidly Changing World" (Asia Society/OECD 2018). Although the word used 'officially' by the OECD is global, the documents often refer to the notion of the 'intercultural' to discuss educational aspects. This short article offers a critical commentary of "Teaching For Global Competence in a Rapidly Changing World" (Asia Society/OECD 2018) whereby, the authors problematise the main content and implications for teachers and educators. In the final section, the authors also problematise some solutions for teachers and educators.