scholarly journals DIGITAL SKILLS DEVELOPMENT AND ICT TOOLS FOR FINAL QUALIFICATION ASSESSMENT: SURVEY STUDY FOR STUDENTS AND STAFF OF EUROPEAN AND ORIENTAL PHILOLOGY PROGRAMS

2020 ◽  
pp. 54-68
Author(s):  
Rusudan Makhachashvili ◽  
Ivan Semenist ◽  
Anna Bakhtina
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Real Life ◽  
Assessment Process ◽  
Foreign Languages ◽  
Study Objective ◽  
Legal Procedure ◽  
Digital Format ◽  
Digital Skills ◽  
Ict Tools

The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of university summative assessment process. Qualification assessment for Foreign Languages major programs in particular is a strict regimen process that involves different stages (oral and written exams, final project viva, internal and external review). Factors of societal change, that provide the backdrop for skillset critical transformation, crucial for the COVID-19 emergency educational framework are considered. The study premise is based on identification of various competency principles, derivative of 21st century skills for university staff members and projected digital literacy requirements. A correspondence between 21st century skills framework, Competences 2020 framework and the newly devised Global Skills framework has been devised. The study objective is to critically review the applied case and best practices of Borys Grinchenko Kyiv University Digital Final Qualification Assessment for students of European (French, Italian, Spanish, English, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs, employed in the year 2020 due to quarantine measures. The survey and analysis of different ICT tools is used to translate real life qualification assessment practices into online blended format. The investigation also seeks to identify various groups of applied digital skills and collaboration skills, utilized through qualification assessment process by all parties (students, faculty and referees). It is determined how in the situation of the COVID-19 pandemic lockdown all elements of the Final Qualification Assessment at Borys Grinchenko Kyiv University for European and Oriental Languages programs have been relegated to the digital, remote or blended format with the use of ICT tools. The qualification assessment regimen for foreign languages major programs was adapted to digital format as a framework (a legal procedure that results in the degree confirmation of a student), the string of consecutive communicative activities according to the legal procedure, the "ritual" scenario. Comparative results of the Final Qualification Assessment digital format adaptation for different groups of foreign languages programs (European and Oriental) are devised

scholarly journals Soft Skills and ICT Tools for Final Qualification Assessment in Universities of Ukraine and India in COVID-19 Framework

2021 ◽  
Vol 58 (2) ◽  
pp. 849-861
Author(s):  
Rusudan Makhachashvili Et al.
Keyword(s):  
Digital Literacy ◽  
Cultural Context ◽  
Soft Skills ◽  
Real Life ◽  
Assessment Process ◽  
Foreign Languages ◽  
Final Project ◽  
Global Pandemic ◽  
Process Qualification ◽  
Ict Tools

The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of university summative assessment process. Qualification assessment for Foreign Languages major programs is a strict regimen that involves different stages (oral and written exams, final project viva, internal and external review). This study presents a comprehensive analysis of the practices of Borys Grinchenko Kyiv University (Kyiv, Ukraine) and International Business School (Hyderabad, India) digital qualification assessment for students of European (French, Italian, Spanish, English, German) and Asian (Mandarin, Japanese) Languages major programs, employed in the year 2020 due to quarantine measures. The survey and analysis of different ICT tools is used to translate real life qualification assessment practices into online blended format. The investigation identifies various groups of applied digital skills and soft skills, utilized through qualification assessment process by primary subjects (students). The choice of the considered cases of university Final Qualification Assessment for Foreign Languages major programs is informed by the need to estimate similar and divergent socio-cultural parameters of digital literacy development and application in multi-cultural context.  Comparison is provided for integral and differential parameters of Final Qualification Assessment in the universities of Ukraine and India under survey.

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 The Technological Challenge Facing Higher Education Professors: Perceptions of ICT Tools for Developing 21st Century Skills

2020 ◽  
Vol 12 (13) ◽  
pp. 5339 ◽  
Author(s):  
Marta Liesa-Orús ◽  
Cecilia Latorre-Cosculluela ◽  
Sandra Vázquez-Toledo ◽  
Verónica Sierra-Sánchez
Keyword(s):  
Higher Education ◽  
21St Century ◽  
21St Century Skills ◽  
Quantitative Research ◽  
University Professors ◽  
Teaching Role ◽  
Use Of Technology ◽  
Culture Teaching ◽  
Ict Tools ◽  
Teaching Learning

To consider that some quality teaching-learning processes in the Higher Education is practically unthinkable without the use of technology, especially because of its impact in developing the necessary skills and abilities for the 21st century. (1) Background: One of the initial steps to successfully approach this challenge is to analyze how university professors consider that ICTs can contribute to developing skills and abilities in their students. In this regard, their perceptions are one of the factors that will limit the use they make of these tools. (2) Method: For this reason, a quantitative research has been designed in which 345 university professors have participated for different branches of knowledge of one Spanish university. (3) Results: Among the most relevant results, we can highlight that the professors recognize the potentials of the ICTs and consider they have a positive effect on learning and development of 21st century skills in their students. These benefits are seen in different fields like communication, collaboration, and critical thinking, among others. Likewise, the importance of the technology culture teaching role is outstanding. (4) Conclusions: Finally, the need for integration of ICTs in a pedagogical model in which professor training in digital skills acquires relevance is shown.

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.

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 The use of digital models of hemodynamics for the development of the 21st century skills as a components of healthcare competence of the physical education teacher

2020 ◽  
Vol 166 ◽  
pp. 10033
Author(s):  
Oksana Klochko ◽  
Vasyl Fedorets ◽  
Olena Maliar ◽  
Vitaliy Hnatuyk
Keyword(s):  
Critical Thinking ◽  
Physical Education ◽  
21St Century ◽  
21St Century Skills ◽  
Postgraduate Education ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Digital Models ◽  
Education Teacher ◽  
Digital Skills

The article explores the use of digital models of hemodynamics to improve the health-saving competence of Physical Education teachers in postgraduate education through the integrative development of critical thinking and digital skills. The digital skills and critical thinking of a Physical Education teacher are relevant components of the 21st century skills system and are components of the health competence of a Physical Education teacher whose improvement is an important educational condition for the implementation of the sustainable development concept. The use of digital hemodynamic models, together with dialogical maieutics, reflexive and interactive educational practices, is an effective innovative educational technology that promotes the integrative development of digital skills, critical thinking, and the formation of fundamental and practically oriented morphology-based knowledge of cardiovascular system. Formed digital skills, critical thinking and knowledge of cardiovascular morphophysiology in Physical Education teacher is presented as a personal and intellectual condition for the prevention of sudden cardiac death of children and other cardiac pathology in the educational process during physical activity. The results of the study confirm the effectiveness of the use of digital models of hemodynamics to improve the healthsaving competence of Physical Education teachers in postgraduate education through the integrative development of critical thinking and digital skills.

scholarly journals Critical Thinking and Intercultural Competence: Review, Use, and Classification of the 21st Century Skills in Intercultural EFL Education

2021 ◽  
Vol 8 (1) ◽  
pp. 23
Author(s):  
Metin Esen
Keyword(s):  
Critical Thinking ◽  
Intercultural Communication ◽  
21St Century ◽  
Intercultural Competence ◽  
21St Century Skills ◽  
Real Life ◽  
Assessment Tools ◽  
Daily Lives ◽  
Efl Context ◽  
Intercultural Interactions

We all live in a globalised world today, and even the smallest interactions taking place in our daily lives can now take place in a global level thanks to the advancements in telecommunication facilities. To keep up with these intercultural interactions, whether virtually or in real life, people now need some abilities for effective communication and cooperation, and 21st Century Skills are a way to address this need. Among these skills, critical thinking – clear and rational thinking, might be a helpful way of approaching issues arising from intercultural communication and guiding learners in developing their intercultural communication and interaction skills. Both of these competences are used in the area of teaching English as a Foreign Language (EFL), in textbooks, materials, and assessment tools. This article review aims at scanning the literature to find traces of different uses of the skill of critical thinking and intercultural competence in the EFL context to tackle issues resulting from intercultural communication or develop language learners’ intercultural competence. The study also intends to classify these uses by analysing similar patterns in the studies investigated. The review explores 14 studies discussing these two competences in the EFL context and determines three distinct approaches by the researchers.

scholarly journals 21ST CENTURY SKILLS AND DIGITAL SKILLS, ARE ONE AND THE SAME THING?

2020 ◽  
Author(s):  
Helena Belchior-Rocha ◽  
Rosário Mauritti ◽  
João Paiva Monteiro ◽  
Luis Carneiro
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Digital Skills

scholarly journals THE PRESENCE OF COLLABORATION SKILL IN ELT CLASS

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Hakim Sudinpreeda ◽  
Mutohhar Mutohhar ◽  
Agung Dwi Nurcahyo ◽  
Fajar Kartika
Keyword(s):  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
English Education ◽  
Real Life ◽  
Effective Instruction ◽  
Education Department ◽  
Freshman Students ◽  
And Control

One of the skills that must be possessed in the 21st century is collaboration skill. It requires teachers to present or provide it in the learning process, so that later students are expected to be able to implement it in their real life. The study reported in this paper aims to describe the implementation of collaboration skill in the process of teaching and learning. The data collected by means of close-ended questionnaires and guided interview that were administered to 125 freshman students of the English Education Department of Universitas Muria Kudus. The result shows that 84% of the students said that the teacher has implemented the collaboration skill, however from 84%, only 48% is categorized as instructionally effective. It is suggested that the teachers should manage some instructions and control how the instructions are executed. Keywords: 21st century skills, collaboration skill, effective instruction.

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