scholarly journals A Systematic Literature Review of 21st Century Skills and Competencies in Primary Education

2018 ◽  
Vol 11 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Areti Chalkiadaki ◽  
Keyword(s):  
Literature Review ◽  
Primary Education ◽  
21St Century ◽  
Systematic Literature Review ◽  
21St Century Skills

scholarly journals Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401990017 ◽  
Author(s):  
Ester van Laar ◽  
Alexander J. A. M. van Deursen ◽  
Jan A. G. M. van Dijk ◽  
Jos de Haan
Keyword(s):  
Critical Thinking ◽  
Literature Review ◽  
21St Century ◽  
Systematic Literature Review ◽  
21St Century Skills ◽  
Empirical Studies ◽  
Technical Information ◽  
Comprehensive Overview ◽  
Problem Solving Skills ◽  
Digital Skills

This study brings attention to the determinants of 21st-century skills and 21st-century digital skills. The following skills are investigated: technical, information, communication, collaboration, critical thinking, creativity, and problem-solving skills. To understand differences in the level of these skills among workers, we need to know the factors that determine an individual’s skill level. A systematic literature review was conducted to provide a comprehensive overview of empirical studies measuring skill determinants. The results show that there is strong need for research on determinants of communication and collaboration skills. In a digital context, determinants for creativity and critical thinking are hardly studied. Furthermore, the identified determinants of 21st-century skills studies are limited to personality and psychological determinants, neglecting, for example, social determinants such as social support. Although digital skills studies show more variety, they mostly cover demographic and socioeconomic determinants.

scholarly journals A Systematic Literature Review of Organizational Factors Influencing 21st-Century Skills

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110672
Author(s):  
Mirjam M. Koehorst ◽  
Alexander J. A. M. van Deursen ◽  
Jan A. G. M. van Dijk ◽  
Jos de Haan
Keyword(s):  
Literature Review ◽  
21St Century ◽  
Systematic Literature Review ◽  
21St Century Skills ◽  
Organizational Factors ◽  
Organizational Characteristics ◽  
Individual Level ◽  
Academic Knowledge ◽  
Organizational Determinants ◽  
The Individual

Skills, such as critical thinking, creativity, communication, problem solving, collaboration, operational skills, and information management, have become increasingly important for 21st-century employees. These skills are often referred to as 21st-century skills and influence how employees handle novel situations. They are indispensable in an economy where the knowledge and skills of employees are seen as a measure for economic potential. This systematic literature review summarizes the current academic knowledge about organizational factors that influence 21st-century skills on an individual level. A search was performed in three databases. The factors found can be sub-divided into three main categories, namely leader characteristics, job characteristics, and organizational characteristics. Transformational leadership was the factor most mentioned in the literature found. Most research found during the search was done on the level of organizational output, exposing a clear gap concerning organizational factors that influence the skill-level of individual employees. These findings can have substantive implications when looking to improve employee skills by altering organizational determinants, by enabling targeted actions to improve these skills for the individual employee.

The relation between 21st-century skills and digital skills: A systematic literature review

2017 ◽  
Vol 72 ◽  
pp. 577-588 ◽  
Author(s):  
Ester van Laar ◽  
Alexander J.A.M. van Deursen ◽  
Jan A.G.M. van Dijk ◽  
Jos de Haan
Keyword(s):  
Literature Review ◽  
21St Century ◽  
Systematic Literature Review ◽  
21St Century Skills ◽  
Digital Skills

scholarly journals Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10366
Author(s):  
Juan Carlos González-Salamanca ◽  
Olga Lucía Agudelo ◽  
Jesús Salinas
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Skills ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
First Century ◽  
Depth Analysis ◽  
Digital Environments ◽  
Teaching Learning ◽  
New Instruments

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

scholarly journals 21st Century Skills in University and Primary Education Curricula in the Czech Republic

e-Pedagogium ◽  
2015 ◽  
Vol 15 (2) ◽  
pp. 21-32
Author(s):  
Alena Jůvová ◽  
Štefan Chudý ◽  
Pavel Neumeister ◽  
Jitka Plischke
Keyword(s):  
Czech Republic ◽  
Primary Education ◽  
21St Century ◽  
21St Century Skills ◽  
The Czech Republic

scholarly journals Habilidades del siglo XXI y entornos de aprendizaje STEAM: una revisión

2021 ◽  
Vol 21 (68) ◽  
Author(s):  
Wilson Krüger Mariano ◽  
Andres Chiappe
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Learning Strategies ◽  
21St Century ◽  
21St Century Skills ◽  
Social Environments ◽  
Revisión Sistemática ◽  
The World ◽  
Future Society ◽  
Formative Experience

El desarrollo de las habilidades del siglo XXI se menciona actualmente como uno de los objetivos clave que deben alcanzar los sistemas educativos en todo el mundo, para que los ciudadanos en su conjunto puedan adaptarse adecuadamente al mercado laboral y en general, a la sociedad del futuro. El propósito de esta revisión es, dado el explosivo y creciente interés en este tema, identificar las diversas definiciones de las llamadas habilidades del siglo XXI para luego reconocer las relaciones que se puedan encontrar entre estas habilidades y los entornos de aprendizaje STEAM, los cuales recientemente han sido propuestos como escenarios capaces de desarrollarlas. El estudio se desarrolló como una revisión sistemática de literatura a partir de procesos de abstracting y lectura en profundidad de 153 artículos científicos publicados en revistas indexadas en Scopus y Scielo. Los resultados del estudio sugieren que, para conducir el desarrollo de las habilidades del siglo XXI, conviene tener en cuenta al momento de diseñar entornos de aprendizaje STEAM, asuntos como el cambio en la evaluación hacia una experiencia más formativa, la inclusión de ambientes colaborativos y sociales, la aplicación de estrategias de aprendizaje basadas en la investigación y la gamificación y el juego, entre otras. The development of the so-called 21st century skills is currently mentioned as one of the key objectives that education systems must achieve throughout the world, so that citizens as a whole can adapt adequately to the labor market and in general, to the future society. The purpose of this review is, given the explosive and growing interest in this topic, to identify the various definitions of the skills of the 21st century and then to recognize the relationships that can be found between these skills and STEAM learning environments, which recently have been proposed as suitable scenarios for developing them. The study was developed as a systematic literature review based on abstracting and in-depth reading of 153 scientific articles published in journals indexed in Scopus and Scielo. The results of the study suggest that, in order to guide the development of 21st century skills, it is convenient to consider when designing STEAM learning environments, issues such as the change in the assessment towards a more formative experience, the inclusion of collaborative and social environments, the use of research-based learning strategies and gamification and games, among others.

scholarly journals Mass Appraisal Models of Real Estate in the 21st Century: A Systematic Literature Review

2019 ◽  
Vol 11 (24) ◽  
pp. 7006 ◽  
Author(s):  
Daikun Wang ◽  
Victor Jing Li
Keyword(s):  
Artificial Intelligence ◽  
Literature Review ◽  
Real Estate ◽  
21St Century ◽  
Systematic Literature Review ◽  
Spatial Data ◽  
Property Tax ◽  
Future Trend ◽  
The Real Estate

With the increasing volume and active transaction of real estate properties, mass appraisal has been widely adopted in many countries for different purposes, including assessment of property tax. In this paper, 104 papers are selected for the systematic literature review of mass appraisal models and methods from 2000 to 2018. The review focuses on the application trend and classification of mass appraisal and highlights a 3I-trend, namely AI-Based model, GIS-Based model and MIX-Based model. The characteristics of different mass appraisal models are analyzed and compared. Finally, the future trend of mass appraisal based on model perspective is defined as “mass appraisal 2.0”: mass appraisal is the appraisal procedure of model establishment, analysis and test of group of properties as of a given date, combined with artificial intelligence, geo-information systems, and mixed methods, to better model the real estate value of non-spatial and spatial data.

scholarly journals Empathic Design as a Framework for Creating Meaningful Experiences

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Andres TELLEZ F. ◽  
Juanita GONZALEZ-TOBON
Keyword(s):  
Literature Review ◽  
21St Century ◽  
Systematic Literature Review ◽  
Critical Discussion ◽  
Design Methods ◽  
Experience Design ◽  
Traditional Design ◽  
Empathic Design ◽  
Meaningful Experiences ◽  
Human Centred Design

This paper introduces empathic design as a framework and a strategy that can be adopted by the emerging field of experience design (XD) to create meaningful experiences connected with people’s lives and needs. The paper presents the rationale behind the emergence of empathic design, the traits that characterize this approach to design, a collection of empathic design methods and practices, and a critical discussion of the limitations of empathy in design. Methodologically, this paper is based on a systematic literature review on empathic design, human-centred design, and empathy, which is synthesized and focused its application in experience design. Ultimately, this paper intends to contribute to the broader discussion of how traditional design practices are adapting and evolving to respond to new realities, and how new design paradigms are needed to address the very complex challenges that we face in the 21st century.

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