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 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 Penguatan Karakter Kebangsaan dan Kompetensi Pedagogik Berorientasi Pada Keterampilan Abad 21

MADRASAH ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 83
Author(s):  
Puji Rahayu ◽  
Turmudi Turmudi ◽  
Agus Muharram ◽  
Mamad Kasmad ◽  
Nuur Wachid Abdul Majid
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Project Based Learning ◽  
National Character ◽  
Case Study Approach ◽  
Analysis Techniques ◽  
Study Approach ◽  
The World ◽  
Collection Data

<em>This research aims to reveal how the national character and pedagogic competence have oriented to 21st Century Skills for Students at Universitas Pendidikan Indonesia. This research used to qualitative that using case study approach. This research took place at UPI Campus Purwakarta. Informants at this time are: (1) leadership; (2) lecturers; and (3) students. Data analysis techniques using interactive models Miles and Huberman, namely: data collection, data condensation, display data, and concusion: drawing / verifying. The results of this research is the process of strengthening national character and mastery of pedagogic potential for PGSD UPI Students Purwakarta Campus is in accordance with the needs of 21st century skills. The learning process includes: (1) Project Based Learning; (2) Religious Tutorials; (3) Extracurricular Field Practices; and (4) Video Projects themed Local Wisdom. Through this method, they can help them to work in the world and be able to utilize pedagogic's teachers</em>

Spotlight: 21st Century Skills in Latin America and the Caribbean

2021 ◽  
Author(s):  
Christopher Petrie ◽  
Clara García-Millán ◽  
María Mercedes Mateo-Berganza Díaz
Keyword(s):  
Latin America ◽  
21St Century ◽  
21St Century Skills ◽  
Economic Conditions ◽  
Development Bank ◽  
Learning Context ◽  
Long Run ◽  
The World ◽  
The Caribbean ◽  
Insight Into

There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from Latin America and the Caribbean doing exceptional work on developing 21st Century Skills for all students, teachers, and leaders in schools today. The main aims of this Spotlight are to: Discover the leading innovations cultivating 21st century skills in students globally; understand how schools or organizations can implement these innovations; gain insight into any required social or economic conditions for these innovations to be effectively introduced into a learning context; celebrate and broadcast these innovations to help them spread to new countries. All the findings of the Spotlight in 21st Century Skills are included in this report.

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 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 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 Globalization and Curriculum in the 21st Century: A Case for Flexible and Dynamic Curriculum

2021 ◽  
pp. 18-29
Author(s):  
Mboneza N Kabanda
Keyword(s):  
Developing Countries ◽  
21St Century ◽  
21St Century Skills ◽  
Second World War ◽  
Educational Institutions ◽  
World War ◽  
Job Market ◽  
The World ◽  
Theoretical Paper ◽  
Second World

From the end of the second world war, the awareness of a globalized society has gained power. The theory of globalization is supported by time and space polarity and how these two elements' change affects the world today. This situation concerns all sectors, including education. Indeed, in this era of globalization and competition, educators, researchers, and employers are concerned about the educational institutions' curriculum to prepare students for employment outside their boundaries. Since globalization influences education practices and curriculum worldwide, employees, like products, are shaped by the educational industry in a complex and competitive job market. Thus, the curriculum makers must ensure the preparation of individuals equipped with 21st century skills. This theoretical paper aims to identify how globalization affects educational practices due to competition and how a flexible and dynamic curriculum looks like in the 21st century.  Adaptability, flexibility, and cooperation between developed and developing countries can help train graduates for employment in the 21st century job market.

Making Learning Reel

2013 ◽  
pp. 266-279
Author(s):  
Rochelle Rodrigo ◽  
Kristopher Purzycki
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Mobile Devices ◽  
21St Century ◽  
Participatory Culture ◽  
Video Production ◽  
Classroom Learning ◽  
Success In Higher Education ◽  
The World ◽  
The University

As more students bring powerful pocket-sized computers to class in the form of their smartphones and tablets, faculty need to take advantage by devising curriculum that incorporates mobile video production as a means of contributing to the discourse of the university and the world at large. Projects where students use mobile devices to make videos create active learning environments where they are more likely to build and connect their classroom learning with what they already know. These types of projects also develop student digital composing skills while navigating several issues pertinent to a 21st century participatory culture. These assignments engage students with themes and issues that not only promote success in higher education but throughout their careers.

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