This paper adds to the growing literature that critically examines the cultural politics of the OECD's framework of global competence by turning our attention to the 'affective ideology' underlying this framework, namely, how affect is used ideologically to produce specific subjectivities and moralities in students. Building upon the work of affect theories in education policy, this paper explores how the concept of global and intercultural competences, as it is manifested in the OECD global competence framework, constitutes a site of affective sense-making and affective governance. In particular, the analysis reveals two ways in which this happens: first, by capitalising on global and intercultural competencies as self-centred, emotional skills to sell policy and pedagogical ideas and tools; second, by using certain affects as moral imperatives to shape global competence in intercultural communication education. The paper concludes with a discussion of the research, policy, and pedagogy implications for intercultural communication education.