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 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.

scholarly journals The New Palestinian Science and Math Curricula in Light of the 21st Century Skills: A Critical and Enlightening Study

2020 ◽  
Vol 44 (3) ◽  
pp. 268-293
Keyword(s):  
Content Analysis ◽  
Conceptual Framework ◽  
21St Century ◽  
21St Century Skills ◽  
Cultural Context ◽  
Information And Communications Technology ◽  
Technology Literacy ◽  
Policy Recommendations ◽  
Cultural Skills ◽  
Creativity And Innovation

The purpose of this study was to analyze the new Palestinian science and math curricula in light of the skills for the 21st Century to investigate the extent to which these curricula are able to prepare citizens who have a balanced degree of skills they need to live effectively in the 21st Century. The researchers developed a rubric and then used as a general framework for content analysis of the curricula. The rubric consisted of twelve main themes; creativity and innovation, critical thinking and problem solving, communication, collaboration, information literacy, media literacy, information and communications technology literacy, flexibility and adaptability, initiative and self-direction, cross-cultural skills, productivity and accountability, and leadership and responsibility. Findings of content analysis indicated that the existing curricula represent the skills for the 21st century poorly with low focus and insufficient attention on most skills that had been analyzed. In a second section, the paper offers a general conceptual framework with relevant models for reshaping the curricula with relevant authentic tasks that emerge from the Palestinian socio-cultural context in order to enable students to accommodate the 21st century skills, and provide school teachers with tangible mechanisms to enhance students’ skills for the 21st century. The paper concludes with a set of policy recommendations, and suggestions for further research about the relevance and effectiveness of this conceptual framework, and the improvement models in the new Palestinian curricula.

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 Framework and Prototype Development of Mathsci Instruments for Measuring 21st Century Skills in Islamic Context

2021 ◽  
Vol 8 (1) ◽  
pp. 96-107
Author(s):  
Zulfiani Zulfiani ◽  
Iwan Permana Suwarna ◽  
Abdul Muin
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Assessment Instrument ◽  
First Century ◽  
Prototype Development ◽  
Competence Evaluation ◽  
Study Results ◽  
Paper And Pencil ◽  
And Mathematics ◽  
Competency Assessments

AbstractThe development of competency assessments that measure 21st century competencies is critical for improving the quality of education. The purpose of this research is to describe a framework and prototype for assessing Math and Science or Math-Sci competency skills in the twenty-first century. The method of development research employed in this study is based on the Akker framework, which entails preliminary research, prototyping, design, and development in a paper and pencil test format. The equipment of the investigation included observation sheets, questionnaires, and tests. This study results in a conceptual framework for the instrument and a verified prototype of the Math-Sci competence evaluation. The Math-Sci competence evaluation is conceptualized around thematic, interdisciplinary questions that integrate three (three) subjects, namely Science (Biology-Physics) and Mathematics, in an Islamic context. Math-Sci, using the ladder analogy (monodisciplinary, interdisciplinary 1, and interdisciplinary 2) to rank students' competency, relates to the thought process of Bloom's taxonomy, the context, and the complexity of the topic. The instrument created was deemed valid and practicable based on the results of expert validation. The development of the Math-Sci competence assessment instrument was the first step toward strengthening assessment for learning and assisting in the improvement of learning through the presentation of integrated contextual problems. AbstrakPengembangan asesmen kompetensi yang membekalkan kecakapan abad 21 sangat urgent untuk memperbaiki proses pembelajaran di sekolah. Tulisan ini bertujuan mendeskripsikan framework dan prototype asesmen kompetensi Math-Sci untuk mengukur keterampilan abad 21. Metode penelitian pengembangan yang digunakan dalam penelitian ini mengacu pada framework Akker yang meliputi penelitian pendahuluan, prototipe yang meliputi desain, dan pengembangan dalam format paper and pencil test. Instrumen penelitian berupa lembar observasi, angket, dan tes. Hasil penelitian diperoleh kerangka konseptual instrumen dan prototipe asesmen kompetensi Math-Sci yang telah divalidasi melalui expert judgment. Kerangka konseptual asesmen kompetensi Math-Sci berupa soal-soal tematik, interdisipliner yang memadukan 3 (tiga) disiplin ilmu yakni IPA (Biologi-Fisika) dan Matematika pada konteks keIslaman. Math-Sci dengan analogi titian anak tangga (monodisiplin, interdisiplin 1, dan  interdisiplin 2) yang mengukur kompetensi peserta didik secara hierarki mengacu pada proses berpikir taksonomi Bloom, konteks dan kompleksitas masalah. Hasil validasi pakar diperoleh instrumen soal yang dikembangkan valid dan layak. Pengembangan instrumen asesmen kompetensi Math-Sci merupakan langkah awal upaya menguatkan asesmen for learning, membantu memperbaiki pembelajaran, bersifat inovatif dengan menghadirkan permasalahan kontekstual integratif.  How to Cite: Zulfiani, Suwarna, I.P., Suwarna, Muin, A. (2021). Framework and Prototype Development of Mathsci Instruments for Measuring 21st Century Skills in Islamic Context. TARBIYA: Journal of Education in Muslim Society, 8(1), 96-107. doi:10.15408/tjems.v8i1.22120.

Twenty First Century Skills vs. Disciplinary Studies?

2016 ◽  
pp. 1-12
Author(s):  
Lars Vavik ◽  
Gavriel Salomon
Keyword(s):  
21St Century ◽  
Driving Force ◽  
Traditional Approach ◽  
Knowledge Society ◽  
First Century ◽  
The Other ◽  
Educational Goals ◽  
School Qualification ◽  
The One ◽  
Skills Learning

This paper addresses the tension between a discipline-based and a skill and competences-based approach to today's curriculum. The competences-based approach emphasizes the cultivation of market-oriented skills and competencies that people acquire in the knowledge society; it is the driving force behind many educational reforms. The other, more traditional approach emphasizes the acquisition of well organized disciplinary knowledge such as history and chemistry. The differences between learning guided by pre-determined educational goals, designed to acquire disciplined knowledge, and the acquisition of daily, net-related interest-driven partly out-of-school skills learning is too large to be ignored. Each of the two approaches has its advantages and drawbacks but jointly they can constitute fruitful curricula. On the one hand, such curricula address the three main purposes of school – qualification, socialization and subjectification – while on the other they address the needs of cultivating 21st Century skills and competences. The latter comes to serve the attainment of the former.

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 Teaching Writing and Twenty First Century Skills Using Guided Autonomous Learning Designs

2019 ◽  
Vol 2 (4) ◽  
pp. 495-505
Author(s):  
Abdul Ghofur ◽  
Kisyani Kisyani ◽  
Bambang Yulianto
Keyword(s):  
21St Century ◽  
Narrative Analysis ◽  
21St Century Skills ◽  
Lesson Plan ◽  
First Century ◽  
Autonomous Learning ◽  
Teaching Writing ◽  
Average Score ◽  
Conversational Analysis ◽  
Correlation Techniques

This article describe how to improve student’s skills in writing French and eight types of the  twenty first (21st)  century skills Using Guided Autonomous Learning designs. This research is intended to produce and use Guided Autonomous Learning Designs by integrating eight types of 21st century skills in teaching writing French. The designs developed consist of syllabus, learning model, textbook, learning media, and lesson plan. The research data is obtained from students, lecturers, experts, observers, and documents. Data sought are (1) process of developing  Guided Autonomous Learning designs by integrating eight types of  21st century skills and their quality based on their validity, practicality, and  effectiveness. The data was collected using observation techniques, expert validation, interviews, documents analysis, tests, and questionnaires. The data was analyzed quantitatively and qualitatively using content analytic techniques, conversational analysis, narrative analysis, percentage techniques, average techniques, and correlation techniques. The finding show that Guided Autonomous Learning designs by integrating eight types of 21st  century skills are very effective to improve student’s writing in French and eight types of  21st  century skills. The average score of the quality (validity, practicality, and effectiveness) of Guided Autonomous Learning designs by integrating eight types of  21st century skills is 3.51. Therefore, this research needs to be developed and implemented in other subjects by integrating other types of 21st century skills.

scholarly journals Investigating 21st Century Skills Level among Youth

2021 ◽  
Vol 1 (2) ◽  
pp. 99-107
Author(s):  
Jijo Varghese ◽  
Mohamedunni Alias Musthafa
Keyword(s):  
College Students ◽  
21St Century ◽  
21St Century Skills ◽  
Demographic Variables ◽  
First Century ◽  
Survey Method ◽  
Significant Difference ◽  
Males And Females ◽  
High Level ◽  
Descriptive Survey

Twenty-first century skills are a set of capabilities and competencies that students need to cultivate and develop to succeed in the age of information and technology. The success and growth of today's youth in the labour market and the knowledge economy depend on the level of 21st century skills they possess. Hence the key objective of this study was to answer the questions: to what extent do the youth possess 21st century skills? Is there a difference between levels of 21st century skills on account of various demographic variables? The researchers used the descriptive survey method and selected 160 college students randomly from various higher education institutions of Kerala, the southern part of India, for the study. The significant findings of this study revealed that 15.6% have a Low level, 68.1% have an Average level, 16.3% have a high level of 21st-century skills. No significant difference exists between males and females and stream of subjects of college students with respect to the level of 21st century skills, but there is a substantial difference between the youth who belong to the urban and rural locality.

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