scholarly journals Developing Students’ Language Competence and Essential 21st Century Skills for Future Employability: The Case of Latvia and Lithuania

2019 ◽  
Vol 9 (2) ◽  
pp. 1-23
Author(s):  
Ineta Luka ◽  
Irena Seniut
Keyword(s):  
Data Analysis ◽  
Blended Learning ◽  
21St Century ◽  
Intercultural Competence ◽  
21St Century Skills ◽  
Mixed Model ◽  
Language Competence ◽  
Problem Solving Skills ◽  
Research Results ◽  
Learning Platform

AbstractIntroduction: Nowadays, language and intercultural competences have become core employability skills in many fields, supporting the development of other skills which emphasizes the necessity for specific pedagogic approaches in developing online learning materials and courses that would develop learners’ language competence and other relevant 21st century skills for future employability. The current comparative summative evaluation research conducted in two higher education institutions in Latvia and Lithuania analyses students’ feedback, elicited from 200 students, on the efficiency of the methods and methodologies applied in the course development and their suitability to develop the above-mentioned skills and competences.Methods: The research implies a mixed-model design comprising a students’ questionnaire (a quantitative tool) and students’ essays (a qualitative tool). Quantitative data analysis was done applying descriptive and inferential statistics tests by IBM SPSS 22 software, qualitative data analysis – applying discourse analysis.Results: The findings indicate that students highly evaluate the learning platform and the courses created. They find them as useful, visually appealing, interesting, interactive, well-structured, and easy to understand. Students acknowledge that they have developed their knowledge of professional lexis, reading skills, grammar and gained useful knowledge in their field. Significant differences were found concerning students’ group, specialization and the course completed – local students vs. international students as to the evaluation of the learning platform, students of IT field vs. business fields, Latvian students vs. Lithuanian students as to the intercultural B2/C1 English course completed. The research results strengthen the cognitions derived from theory on significant issues to be observed when creating blended-learning courses.Discussion: The course designed is an alternative way of learning and may be useful for anyone who wishes to update their language and intercultural competence either through a formal or non-formal education course or on a lifelong learning basis.Limitations: The research period covered one semester only. Although the study materials for 16 languages have been created, the current paper analyses only the results obtained in piloting English and Spanish courses, with the predominance of learners opting for English courses.Conclusions: The research results show that the methods and methodologies applied in the given interactive blended-learning courses have developed the students’ language competence and have fostered the development of their digital competence, team-working and collaboration skills, problem-solving skills and learning-to-learn thus motivating them to become autonomous learners. The pedagogy-based approach applied in the current research has been successful despite a few flaws in the design of the course materials.

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 E-Portfolio to Assess the 21stCentury Skills of Students in Smart E-Learning Environment

2020 ◽  
Vol 3 (1) ◽  
pp. 49-56
Author(s):  
Hala El-Senousy
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Assessment Tool ◽  
Digital Age ◽  
Thinking Skills ◽  
Assessment System ◽  
Problem Solving Skills ◽  
E Learning

In the digital age, the interaction between the ICT and the educational system has led to fundamental transformations and changes to all elements of the learning process. Intelligent devices have enabled the learner to access knowledge resources at any time and anywhere. Learning management systems have produced a smart E-learning environment which enables active learning, Communication, and interaction among users. Quality Assurance in Higher Education has become urgent and aspires to qualify graduates who have mastered diverse and varied skills appropriate with the digital age. The academic programs requisite to rely upon the evaluation of learning outcomes, not only cognitive but also skills, thus the modification of the current assessment system is demanded. This study identified the 21st century skills and performance of learners in five categories: Critical Thinking Skills, Problem Solving Skills, Digital Communication & Sharing Skills, the Productivity of Creative Innovation Skills, and Self Regulated Learning & Career Skills. While Higher education is required to provide evidence of student learning skills, the study suggests E-Portfolios, which are considered as a tool that allows the student to: organize, save, document, publish, and digitally share his work as an accurate assessment tool. The study discusses the foundations, principles, objectives, and analyzes the application of E-Portfolio as a learning and assessment tool of 21st century skills in higher education. Keywords: E –Portfolio, 21st century skill, Quality of smart E-Learning.

Workshop Metode Pembelajaran Bahasa Inggris Tingkat SMK se Kabupaten Wonosobo

Surya Abdimas ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 13-18
Author(s):  
Semi Sukarni ◽  
Sudar Sudar ◽  
Junaedi Setiyono ◽  
Zulia Chasanah ◽  
Juita Triyana
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Blended Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Creative Problem

Di era abad 21 ini, pembelajaran bahasa Inggris semakin berkembang. Sekarang peran guru bukan satu- satunya namun ada guru sangat diperlukan untuk memanfaatkan sumber-sumber pembelajaran lain yang dapat memberikan pengalaman belajar kepada siswa. Dengan memaksimalkan peran guru dalam mengkombinasikan sumber-sumber belajar khususnya materi internet diharapkan siswa dapat menguasai 21st century skills yang meliputi critical thinking, collaboration, communication dan creative problem solving. Berangkat dari tujuan untuk meningkatkan skil siswa MGMP Bahasa Inggris SMK Kabupaten Wonosobo bekerja sama dengan tim pengabdian Purworejo mengadakan Workshop Metode Pembelajaran Bahasa Inggris Untuk SMK di Wonosobo. Kegiatan yang melibatkan 45 peserta yang meliputi guru bahasa Inggris dari SMK Negeri dan Swasta. Hasil dari kegiatan ini peserta workshop mendapatkan teknik-teknik dan metode dalam pengelolaan kelas yang meliputi penggunaan metode problem-based learning (PBL), Task-based learning, Inquiry-base learning dan Blended learning, dan sharing based practice pembeljaran speaking dengan game.

scholarly journals INTEGRASI KETERAMPILAN ABAD 21 DALAM MODUL SOCIOLINGUISTICS: KETERAMPILAN 4C (COLLABORATION, COMMUNICATION, CRITICAL THINKING, DAN CREATIVITY)

2019 ◽  
Vol 4 (2) ◽  
pp. 455-466
Author(s):  
Winda Winda Trisnawati ◽  
Arini Kumala Sari
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
English Education ◽  
Teaching Material ◽  
Education Department ◽  
Analysis Techniques ◽  
Student Questionnaire

Preparing 21st century students to be able to compete in the future, teachers around the world promote several skills to face the challenges of 21st century development. Students need 21st century skills which are known as 4C skills (critical thinking, collaboration, communication, and creativity). Integrating 21st century skills in the learning process effectively becomes very important. Teaching material as a source of learning is needed in this regard. One of the teaching materials is a module. The aim of this research is to develop an integrated Sociolinguistics module on 21st century skills that focus on 4C skills. It aims to find out the suitable of this module as teaching material for students in the English Education Department of STKIP Muhammadiyah Muara Bungo. This research method used research and development (R&D). The research procedure was divided into two, namely preparation and implementation. This research was conducted to students in the fifth semester of the academic year 2019/2020 English Education Department of STKIP Muhammadiyah Muara Bungo. Data collection techniques used questionnaire and observation sheets as instrument. This research data analysis technique used quantitative data analysis techniques and qualitative data analysis techniques. The results showed the recapitulation of assessment aspects from various experts, sociolinguistics lecturer, student questionnaire sheets, and observations sheet. The following are the percentages of the result module eligibility which includes: the results of the material expert validation was 61.3% (good category); the results of the validation of media experts was 75.8% (excellent category); module self-evaluation results by lecturers was 90% (excellent category); field trial observation sheet results was 78.9% (excellent category); and the results of the student questionnaire sheet was 76.3% (excellent category). So the sociolinguistics module which is integrated with 4C skills is appropriate to be used in the learning process.

scholarly journals Using Technology to Change Education : Blended Learning in the Science Classroom

2020 ◽  
Author(s):  
LaToya Washington
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Blended Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Science Classroom ◽  
Successful Implementation ◽  
Technology And Learning ◽  
Adoption And Implementation ◽  
The Impact

This paper intends to highlight the trends in technology over several years and contrast the differences in adoption and implementation between the field of education and the rest of the world. Education has been slow to adopt new practices and continues to remain less technologically advanced than the society it aims to educate. The focus of this review is to call attention to the impact on science education using journal articles and reports in the fields of education, educational technology, and learning and behavioral sciences. By being reluctant to incorporate technology, science educators miss out on the opportunity to enhance the learning of their students using strategies such as blended learning. Blended learning can be a tool that aids in the development and strengthening of the 21st century skills needed by students to think critically, apply learning, and solve real-world problems in the classroom, in the workforce, in higher education, and most importantly, in their daily lives. Blended learning is a strategy made possible by ICT implementation. Successful implementation requires clear vision, detailed and intentional planning, training, monitoring, and adjustment. Leaders should look to the experiences of others to plan for success and avoid pitfalls. Well-planned and poorly-planned technology projects are documented in the literature that can be used as learning examples. Keywords: blended learning, educational technology, science education, 21st century skills, ICT

scholarly journals Integrated Science Education Mobile Application: Edukit for 21st Century Skills

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Erni Yulianti ◽  
Desta Wahyu Maharani ◽  
Erti Hamimi
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Mobile Application ◽  
Design Development ◽  
Problem Solving Skills ◽  
Teacher Guidance ◽  
Readability Test ◽  
Expert Validation

Problem solving skills are one of 21st Century Skills. However, based on the results of studies and interviews students still lack in problem solving skill because most of them only study from textbooks at school.  The purpose of this research is to produce science education media equipped with experimental manuals and context in the application that students can use anytime and anywhere either independently or by teacher guidance. This development research adopts the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The results of expert validation and legibility test show that the education KIT integrated mobile application is very suitable. Media expert validation obtained a score of 98% and material expert obtained a score of 99%. In addition to the validation results, a readability test was also carried out by the teacher and students with the respective scores of 96% and 91%. Based on the validation and readability test Edukit IPA is integrated with a mobile application as a practical, complete, and capable medium for practicing the results of student problem solving skill, because each stage of the experimental activity is based on indicators of problem solving skills.

scholarly journals Problem-based learning and 21st-century skills: Are they compatible?

2021 ◽  
Vol 6 (2) ◽  
pp. 326
Author(s):  
Ni Komang Arie Suwastini ◽  
Ni Wayan Nilam Puspawati ◽  
Ni Luh Putu Sri Adnyani ◽  
Gede Rasben Dantes ◽  
Zulidyana Dwi Rusnalasari
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Real Life ◽  
Problem Based Learning ◽  
Good Alternative ◽  
Thinking Skills ◽  
Communicative Skills ◽  
Problem Solving Skills ◽  
Library Research ◽  
Teachers And Students

Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 � 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.

scholarly journals Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning

2021 ◽  
Vol 18 (3) ◽  
pp. 83-102
Author(s):  
Hadiyanto Hadiyanto ◽  
◽  
Failasofah Failasofah ◽  
Armiwat Armiwati ◽  
Mukhlash Abrar ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Learning Method ◽  
Self Evaluation ◽  
Hard Skills ◽  
Quasi Experimental ◽  
The Impact

The application of blended learning in higher education has practically increased through the years, this is however aimed to develop the students rare 21st century skills. Furthermore, the present study investigates the differences in learning process across one semester, and the research design comprised of quasi experimental method without conducting any pre-test, particularly for the conventional and blended learning class. Therefore, self-evaluation questionnaire on 21st century skills were distributed, and the experimental outcome revealed the significant skill practice performed by students in blended learning classes compared to the counterparts in conventional programmes. This learning method was assessed to contain soft and hard skills, in addition to an increased GPA. The aim of this study, therefore, is to investigate the impact of blended learning in course application, with the goal of optimizing students’ 21st century skills and GPA.

scholarly journals Global Learning Using Biology PBL: A Texas-China Collaboration in Middle Grade Genetics

2017 ◽  
Vol 2 (2) ◽  
pp. 17-26
Author(s):  
Blair O’Connor ◽  
Rebecca Hite
Keyword(s):  
Middle School ◽  
21St Century ◽  
21St Century Skills ◽  
Project Based Learning ◽  
Global Learning ◽  
Middle Grade ◽  
Global Collaboration ◽  
School Students ◽  
Problem Solving Skills ◽  
K 12

21st century and global skills are generally described as competencies for communication and problem solving skills as well as developing the ability to view content-specific issues through a multicultural perspective. Preparing K-12 students for science futures means they must have opportunities to concurrently acquire skills in 21st century and global learning. Additionally, the professional biology community has called for advancing middle grades students’ knowledge of complex scientific phenomena using novel pedagogies like Project-Based Learning (PBL). Thus, middle grade educators are now tasked to design classroom opportunities for STEM-focused PBL using global interaction such to develop and refine global and 21st century skills and developing students’ content knowledge. This classroom centered project paired middle school students in Texas with Chinese peers to collaborate on a biology-based Project-Based Learning (PBL) activity on the complex topic of genetics. During the 7 day-long unit on heredity, the goal was to utilize global collaboration in STEM to not only understanding inheritance and differentiate between dominant and recessive traits, but also embed global competencies and 21st century skills. The context, planning, and outcomes of the global collaboration are discussed as well as recommendation for future collaborations in Global STEM collaborations in middle school.

scholarly journals Optimalisasi keterampilan pembelajaran abad 21 dalam proses pembelajaran pada Guru MTs Massaratul Mut’allimin Banten

2020 ◽  
Vol 16 (1) ◽  
pp. 63-72
Author(s):  
Beni Junedi ◽  
Isnaini Mahuda ◽  
Jaka Wijaya Kusuma
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
21St Century Learning ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Learning Skill ◽  
21St Century Learning Skills

[Bahasa]: Keterampilan abad 21 terdiri dari keterampilan communication, collaboration, critical thinking and problem solving, serta creative and inovative. Keterampilan ini perlu di implementasikan guru dalam proses pembelajaran agar kualitas pembelajaran meningkat. Terbatasnya pengetahuan guru terhadap keterampilan pembelajaran abad 21 menjadi kendala pelaksanaan di dalam kelas. Oleh karena itu, perlu upaya pengenalan keterampilan pembelajaran abad 21 ini kepada guru agar dapat diimplementasikan dengan baik di kelas. Kegiatan pengabdian masyarakat ini dilaksanakan di MTs Massaratul Muta’allimin Banten dengan jumlah peserta sebanyak 8 guru. Kegiatan ini bertujuan untuk mengoptimalkan pemahaman guru terhadap keterampilan pembelajaran abad 21 dan cara mengimplementasi-kannya dalam proses pembelajaran. Pengabdian ini dilakukan dengan cara sosialisasi melalui penyampaian materi kemudian dilakukan evaluasi di akhir kegiatan yang terdiri dari tiga tahapan yaitu tahap awal, inti, dan akhir. Berdasarkan hasil angket di akhir kegiatan diperoleh data bahwa 78,13% guru memahami cara penyampaian materi, 78,13% guru dapat memahami materi dengan baik, 82,29% guru memberikan respon terhadap manfaat kegiatan, dan 81,25% guru dapat mengembangkan proses pembelajaran abad 21 di kelas. Dapat disimpulkan bahwa kegiatan pengabdian ini dapat mengoptimalkan pemahaman guru di MTs Massaratul Muta’llimin Banten terhadap keterampilan pembelajaran abad 21. Kata Kunci: keterampilan abad 21, communication, collaboration, critical thinking and problem solving, creative and inovative [English]: The 21st Century skills consist of communication, collaboration, critical thinking, and problem-solving skills, as well as creative and innovative. This skill needs to be implemented by the teachers in the learning process so that the quality of learning increases. The limitation of teachers’ knowledge of 21st-century learning skills is an obstacle for implementation in the classroom. Therefore, it is necessary to introduce this 21st-century learning skill to the teachers so that it can be implemented well in the classroom. This community service program was carried out at MTs Massaratul Muta'allimin Banten with eight teachers as the participants. It aims to optimize teachers' understanding of 21st-century learning skills and how to implement them in the learning process. This program was held by means of socialization through the delivery of material then an evaluation was administered at the end of the activity in three stages namely the initial, core, and final stages. The results of the questionnaire at the end of the activity show that 78.13% of teachers understand how to deliver the material, 78.13% of teachers can understand the material well, 82.29% of teachers respond to the benefits of the activity, and 81.25% of teachers can develop 21st-century based learning process in the classroom. It can be concluded that this program can optimize teachers’ understanding of 21st-century learning skills. Keywords: 21st century skills; communication, collaboration, critical thinking and problem solving, creative and innovative

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