21st-Century Competencies in Higher Education

2021 ◽  
pp. 293-315
Author(s):  
Crystal Neumann ◽  
Kathleen M. Stroud ◽  
Scott Bailey ◽  
Krista Allison ◽  
Sarah (Sally) Everts
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Essential Role ◽  
Critical Elements ◽  
Global Pandemic ◽  
Education Environment ◽  
Revenue Streams ◽  
Collaboration And Communication

In 2020, a global pandemic changed many of the traditional ways in which we interact with people, communicate, care for children, and educate. Many businesses have been forced to find new revenue streams or face imminent closure. Evidence of the importance of 21st-century competencies for leaders in all fields has been highlighted during this crisis. As nations consider the best approach for dealing with a virus, critical thinking, creativity, collaboration, and communication represent four critical elements to ponder. Higher education plays an essential role in preparing the workforce with the skills necessary to succeed in the ever-changing world. Skills associated with reasoning, problem-solving, listening, flexibility, responsibility, innovating, and analyzing must be the focus of higher education institutions. In this chapter, creativity, critical thinking, collaboration, and communication within the higher education environment will be explored. Practical examples will be shared.

scholarly journals Analysis of Teachers' Resources for Integrating the Skills of Creativity and Innovation, Critical Thinking and Problem Solving, Collaboration, and Communication in Science Classrooms

2021 ◽  
Vol 10 (1) ◽  
pp. 92-102
Author(s):  
E. Haryani ◽  
W. W. Coben ◽  
B. A-S. Pleasants ◽  
M. K. Fetters
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Science Teachers ◽  
21St Century ◽  
Professional Education ◽  
Science Instruction ◽  
Cultural Knowledge ◽  
High School Science ◽  
Collaboration And Communication ◽  
Creativity And Innovation

The significance of learners acquiring the skills required in the 21st century, including communication skills, teamwork, ICT-related skills and socio-cultural knowledge, imagination, critical thinking, and problem-solving, has been extensively discussed. Integrating the 21st century into the curriculum requires teachers to have knowledge and resources to foster classroom practices. This qualitative study was designed to explore the resources that Indonesian science teachers use in supporting the implementation of the skills of creativity and innovation, critical thinking and problem solving, collaboration, and communication (4Cs) integrated science instruction. Data analyses include surveys, audio recordings of smalls and large group discussions, and group discussion artifacts of 28 Indonesia vocational high school science teachers to identify the type of resources that teachers have had access to support the integration of 4C into science instruction and the extent to which these resources promote the 4C integration into science instruction. The analysis indicates that teachers use multiple resources to help them prepare for 4C integration into teaching practices, including various professional development (PD) programs, various teacher collaborations, curriculum guidelines, and open resources. Teachers found that Teacher Professional Education (TPE) was the most favorable PD program, and curriculum guideline was the least effective for advancing 4C integration. Implications are discussed further.

scholarly journals Advances and perspectives of competence research in higher education – Report on the German KoKoHs program

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110062
Author(s):  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Knowledge And Skills ◽  
Education Report

Higher education in Germany is characterized by specific historicalcultural traditions stemming from von Humboldt’s humanistic understanding of education. In this context, higher education focuses on a variety of multi-perspective goals. Accordingly, higher education focuses on both the acquisition of knowledge and skills in specific domains (e.g., medicine, economics) and on the development and promotion of generic (interdisciplinary) skills (e.g., problem solving, critical thinking), whereby the latter aspect is becoming increasingly more important in the 21st century. This paper analyses ten years of competence research in higher education in germany, and considers advances and perspectives.

scholarly journals From Leading to Guiding, Facilitating, and Inspiring: A Needed Shift for the 21st Century

2021 ◽  
Vol 12 (1) ◽  
pp. 18
Author(s):  
C. June Maker
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Role Models ◽  
Evidence Based ◽  
Effective Leaders ◽  
Creative Problem ◽  
Collaboration And Communication ◽  
Evidence Based Model ◽  
Context Problem

In the 21st-century context, problem solving, creativity, critical thinking, collaboration, and communication are the most valued skills in the workplace. Thus, those in positions often labeled as “leadership” need to make a valuable shift: to guiding, inspiring, and facilitating rather than directing. In this article, I review research on two styles of leadership, transformational and transactional, and relate this research to discussions of the same two types of giftedness. Research on the effectiveness of leaders at engendering creative problem solving has shown the transformational style to be more effective. Leaders are guides in the process rather than the content, facilitators of the gathering and exchange of information from varied sources, and role models as they exhibit effective problem-solving behaviors themselves. As role models, they inspire others to take risks, think innovatively, and collaborate with others. Examples of methods for identifying exceptionally talented leaders and behaviors to observe are provided. In addition, an evidence-based model for igniting, cultivating, extending, and strengthening exceptional talent in leadership is described.

К ВОПРОСУ О ПОНЯТИИ ЦИФРОВОЙ ГРАМОТНОСТИ

2020 ◽  
Author(s):  
Olga Eltsova ◽  
Marina Emelyanova
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Digital Literacy ◽  
Modern Society ◽  
Main Components

В настоящей статье автором рассматривается вопрос о цифровой грамотности. Изучаются роль цифровой грамотности в современном обществе, история возникновения понятия. Приводятся ведущие определения и подходы к структуре понятия «цифровая грамотность». Рассмотрены основные компоненты цифровой грамотности, определена необходимость формирования цифровой грамотности на всех уровнях образования. Сделан вывод о том, что цифровая грамотность - важнейший навык, необходимый для успеха в XXI веке, наравне с умениями критически мыслить, вести коммуникацию, сотрудничать, решать проблемы.This article addresses the issue of digital literacy; considers the role of digital literacy in modern society, the origin of the concept; provides the key definitions and approaches to the structure of digital literacy. The article also considers the main components of digital literacy, determines the need to develop digital literacy at all the levels of education; concludes that digital literacy is the most important skill for being successful in the 21st century along with the ability of critical thinking, communication, cooperation and problem solving.

Online Critical Thinking in Problem-Solving Groups

2011 ◽  
pp. 1348-1356
Author(s):  
Deana L. Molinari ◽  
Alice E. Dupler
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Problem Solving ◽  
Experiential Learning ◽  
Group Decision Making ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Social Negotiations

There are many different definitions of critical thinking (CT). Some type of the concept is taught in all higher education disciplines. Academia teaches teamwork and critical thinking (Cathcart & Samovar, 1992) because the professional world requires small-group decision making (Jonassen & Kwon, 2001). Critical thinking is taught by precept and practice (Facione, 1995; Wilkinson, 2001; Winningham, 2000). Constructivists recommend dialogue because meaningful discussion enhances experiential learning through social negotiations and reflection (Vrasidas & McIsaac, 1999). Collaborative problem solving is often utilized in nursing education to increase critical thinking (Collis, Andernach, & Van Diepen, 1997; Cragg, 1991; Crooks, Klein, Savenye, & Leader, 1998; Krothe, Pappas, & Adair, 1996).

scholarly journals Critical Elements in Supergene Phosphates: The Example of the Weathering Profile at the Gavà Neolithic Mines, Catalonia, Spain

Minerals ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 3 ◽  
Author(s):  
Yael Díaz-Acha ◽  
Marc Campeny ◽  
Esperança Tauler ◽  
Josep Bosch ◽  
Joan Carles Melgarejo ◽  
...  
Keyword(s):  
21St Century ◽  
Essential Role ◽  
Black Shales ◽  
Early Pleistocene ◽  
Weathering Profile ◽  
Weathering Processes ◽  
Critical Elements ◽  
Supergene Enrichment ◽  
Increasing Demand

The essential role of Critical Elements (CE) in 21st century economy has led to an increasing demand of these metals and promotes the exploration of non-conventional deposits such as weathering profiles. The present work is focused on the study of a weathering profile located at the Archaeological Park of the Gavà Neolithic Mines, Barcelona, Catalonia, Spain. In the Gavà deposit, acid and oxidising meteoric fluids generated intense weathering during the early Pleistocene, affecting series of Llandoverian black shales and associated syn-sedimentary phosphates. The circulation of these acid fluids at deeper levels of the profile generated supergene vein-like mineralisations comprised of secondary phosphates (e.g., variscite, perhamite, crandallite, phosphosiderite) and sulphates (e.g., jarosite, alunite). This supergene mineralisation is significantly enriched in certain CE (e.g., Ga, Sc, REE, In, Co and Sb) that were mobilised from host rock components and later hosted in the crystal lattice of supergene minerals. Weathering processes and corresponding supergene enrichment of CE at the Gavà deposit could be used as an example to determine exploration guidelines of CE in weathering profiles and associated supergene phosphates worldwide.

scholarly journals Implementation of 21st Century Skills in Higher Education of Pakistan

2019 ◽  
Vol IV (III) ◽  
pp. 223-233
Author(s):  
Hayat Khan ◽  
N.B. Jumani ◽  
Nawab Gul
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Global Economy ◽  
Industrial Economy ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The World ◽  
Skills Learning

The emergence of the global economy has changed the demands of citizenship and employment in the new millennium. The world is shifting from an industrial economy to knowledge based economy. Keeping in view these challenges, 21st century society and work sphere require individuals equipped with 21st century skills. Therefore the present study was designed to examine the implementation of 21st century skills in universities of Pakistan. The aim of the study was to examine the existing programs and practices at the universities and their relation with 21st century skills. Learning and innovation skills, also called 4Cs skills, were taken as 21st century skills in the present study. These skills consist of (i) critical thinking and problem solving, (ii) communication, (iii) collaboration, and (iv) creativity. Findings of the study revealed that these skills were not fully developed in majority of the students in universities.

scholarly journals EVALUATION OF THE PROBLEM-SOLVING APPROACH IN TERMS OF VARIOUS THEORIES

2021 ◽  
pp. 50-58
Author(s):  
Betül Çolpan Kuru
Keyword(s):  
Social Sciences ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Effective Intervention ◽  
Problem Solver ◽  
Final Approach ◽  
History Of ◽  
Definition Of

The history of the age of problem solving is seen as a cipher that is actively used in social sciences as well as in science. Problems that can leave psychological and / or physical marks on people appear in life. It can vary depending on the importance and size. Individuals use various schemes to be affected by these scars with the least damage and to overcome the problems with fast and effective intervention methods. In this cryptic cipher passwords, it begins to occur during the cryptic period periods. In our schools, dealing with problem solving stages in verbal lessons as well as in numerical lessons enables them to solve the problems they will encounter throughout their lives. In addition, people who have gained the competence to solve similar problems on their own can also be independent. In this review, the definition of the concept of problem and problem -solving is made and the problem solving stages of various theorists are explained. Thinking as a thought (critical thinking) perspective and problem-solving approach as a final approach, including determining, analyzing and evaluating situations, ideas and information to formulate responses and solutions, taking their own importance in the 21st century skills. has been. The aim of the article is to help readers create their own solution diagrams by creating a perspective on problem solving and at the same time contributing to how to be a problem solver as a good thinker.

scholarly journals Effect of problem-solving based methods on critical thinking and academic achievement of math among students of saravan higher education centers

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Azizollah Nosrat ◽  
Abdulhamid Parsafar
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Critical Thinking ◽  
Problem Solving ◽  
Content Validity ◽  
High Reliability ◽  
Control Group ◽  
Post Test ◽  
Higher Education Centers ◽  
The Impact

The aim of the present study is to determine the impact of problem-solving based methods on critical thinking and academic achievement of math in students of higher-education centers in the second semester of academic year 2013-14, Saravan city. The research method in this study is quasi-experimental, with the control group as well as pre-test and post-test. The study population includes all students in the second semester of 2013-14 who studied math in higher-education centers of Saravan city whose number was 400 and 130 students were selected as statistical samples. Measuring instruments used in this study were a researcher made academic achievement of math test and Watson-Glaser critical thinking test. To give an approximation of the content validity of the tests, analyzing books contents and comparing it with the extent of usage for conceptual questions, tests content validity was assured to some extent. The reliability of the test was calculated using bi-section method that according to the figures obtained for pre-test and post-test respectively (r = 0.71 and 0.68), tests have an acceptable and relatively high reliability. To analyze the data, t-test was used. The results showed that academic achievement of math and critical thinking in the test group, compared to the control group were higher and the differences between their means were significant.

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