21st Century Skills Research Papers (original) (raw)

Purpose-Globally, interdisciplinary and transdisciplinary learning in schools has become an increasingly popular and growing area of interest for educational reform. This prompts discussions about Science, Technology, Engineering, Arts and Mathematics (STEAM), which is shifting educational paradigms toward art integration in science, technology, engineering and mathematics (STEM) subjects. Authentic tasks (i.e. realworld problems) address complex or multistep questions and offer opportunities to integrate disciplines across science and arts, such as in STEAM. The main purpose of this study is to better understand the STEAM instructional programs and student learning offered by nonprofit organizations and by publicly funded schools in Ontario, Canada. Design/methodology/approach-This study addresses the following research question: what interdisciplinary and transdisciplinary skills do students learn through different models of STEAM education in nonprofit and in-school contexts? We carried out a qualitative case study in which we conducted interviews, observations and data analysis of curriculum documents. A total of 103 participants (19 adultsdirector and instructors/teachersand 84 students) participated in the study. The four STEAM programs comparatively taught both discipline specific and beyond discipline character-building skills. The skills taught included: critical thinking and problem solving; collaboration and communication; and creativity and innovation. Findings-The main findings on student learning focused on students developing perseverance and adaptability, and them learning transferable skills. Originality/value-In contrast to other research on STEAM, this study identifies both the enablers and the tensions. Also, we stress ongoing engagement with stakeholders (focus group), which has the potential to impact change in teaching and teacher development, as well as in related policies.

- by and +1
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- Arts-Based Educational Research, TRANSDISCIPLINARY STUDIES, Arts Integration, Transferable Skills

Conflict is an one of the inevitable outcomes of any interaction between two or more parties who appear to be unable to mutually agree on the terms or conduct of a certain policy, undertaking or project. For high-stake projects such as forestry which often involve the handling, manipulation and utilization of the natural ecosystem and resources, a sound understanding of the conflict tree is of utmost importance, since its subsequent handling, resolution and mitigation may have far-reaching consequences on the resource as well as the stakeholders themselves. Skills in negotiation and conflict resolution therefore are indispensable and should be mastered by future project planners and implementers.

- by Borhan Mohd
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- Conflict Resolution, Sustainable Developments, Stakeholder Engagement, Negotiations
- by Suzzanna Amir Mohammad
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- 21st Century Skills

This comprehensive and enlightening book deepens organizations’ understanding of work in the 21st Century through the “lens” of psychological relationships in organizations. The volume outlines how the workplace has changed significantly due to shifting environmental conditions “in a turbulent world,” such as the advent of cyber entities, mass migration, globalization, and the COVID-19 pandemic. Accordingly, the fluctuations in how work is done, the structure of organizations, and workforce characteristics, led to changes in the psychological relationships in the workplace. The challenges should not be overstated. Nevertheless, the book discusses in detail how these developments affect current and future psychological relationships at work, especially in developed countries. The debate presented in this book is based on profound and groundbreaking thinking, sometimes critical. The author, Dr. Edna Rabenu, has extensive proficiency in theoretical research and in-depth knowledge of the field. Readers will be enriched by the book’s frank and structured coverage of a wealth of subject matter and the many timely suggestions on how organizations might best respond to the new developments. The book is a must-read for management, HR personnel, and industrial/organizational psychologists, and, indeed, for anyone who has the interest of excellence in executive leadership at heart.

- by Edna Rabenu
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- Organizational Behavior, Management, Psychology, Positive Psychology

There is an enormous need for education to teach students what are termed 21 st-century skills. One might ask why this sudden shift and attention are given to certain skills. Reality provides an answer. In the job market, for instance, the traditional way of teaching seems to produce more jobless people simply because the requirements of the economy do not match the desired result of 12years, at the minimum, of learning in schools. Why do not we update the methods of teaching? People say, "If it is not broken, do not fix it." Actually, it is broken. Therefore, teachers attempt to focus on the teaching of 21 st-century skills through some strategies and techniques. In this study, the researcher investigates the existence of 21 stcentury skills, mainly the Four Cs; Critical thinking, Creativity, Collaboration, and Communication, and the effectiveness of some strategies used to promote these skills.

It is no longer news that the human resource is the most significant and important resource of any organization and any effort made in motivating the workforce will pay off significantly. In this era of globalization and the 21 st century, organizations that are failing to adequately identify, monitor and develop HRM policies that will lead to efficient goal achievement, are bound to experience series of inefficiencies and loses therefore leading to poor performance in terms of low profitability and poor growth. There is a wide gap between the manager of human resource and the human resource themselves. This study adopted robust conceptual and empirical review literatures on the subject. The paper there examines challenges posed by individuals, governments and unions on human resource management in Nigeria such as an unavailability of Executive Information System (EIS), the wide gap existing between the management and staff, introduction of flexitime, no external interference or pressures in the recruitment and promotion of staff, workplace diversity, changing mix of workforce, values, demands of employers and governments are evident. The Niger Delta militancy, kidnapping, gender discrimination, nepotism and ethnic sentiments are evident and are also factors affecting HRM in Nigeria in this 21 st Century. It is concluded that the design of programmes for recruitment, training and development, integration, maintenance and separation of the employee cannot be possible without the acceptance of the organizational members. A team building and policy formulation on solving the workplace diversity is fundamental to achieving the set organizational goals.

Bioenvironmental management, Plant Nutrition.
"The article on Rational Agriculture is entirely inspired by the words of Jerry Stoller
and his deep understanding of the living processes in the Plant. This small contribution to increasing quality and quantity production, which is certifiably Eco-friendly, owes a depth of gratitude to Stoller Products that have been prominently demonstrated in remote and poverty-stricken locations in Rural Pakistan. The earth-friendly tillers of the soil and especially the contact youth who shouldered the responsibility of applying the Stoller Advantage for the larger interest of Sustainable Poverty Alleviation and Nurturing Nature in order to ensure that Nature continues to Nurture us, are warmly acknowledged and humbly thanked.
Pakistan is expected to be one of the most affected Countries in South Asia by
climate change.3 With 45% of the labor force employed in the agricultural sector and 24% of the National GDP deriving from agriculture,4 the resilience of agricultural production is of high importance to the development of Pakistan’s economy. One adaptation could be to change the time that crop planting takes place. For instance, to counter rising temperatures, farmers could shift planting to cooler times of the year.

- by Sardar Taimur Hyat-Khan
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- Organic agriculture, Sustainable Development, Pakistan, Agriculture

A schools role is changing from that of providing education to developing a polished society to that of working as Govt. agents and agents of change. There are many expectations from a school. Unlike earlier where a school had just to focus on providing quality education has now also to focus on providing sound infrastructure and check the learning outcomes. A school's role is changing with the change in demographic requirement and socioeconomic status of the demography. The paper focuses on highlighting the upcoming change and the roles that the school will have to play in the near future.

Samenvatting Philip Kohnstamm hechtte belang aan zelf-standig leren denken van alle leerlingen, deed daar onderzoek naar en formuleerde didac-tische aanwijzingen voor het onderwijzen van zelfstandig leren denken. Volgens Kohn-stamm is denken een dynamisch proces dat richting krijgt door een taak, die een individu zichzelf stelt. De taak betreft het zoeken naar de oplossing van een probleem. Zijn ideeën over zelfstandig leren denken en hoe dat kan worden ontwikkeld zijn interessant als het gaat over kritisch denken, als belangrijke 21ste-eeuwse vaardigheid. In deze bijdrage staat de vraag centraal wat kritisch denken is en hoe kritisch denken vorm kan krijgen in hedendaags onderwijs. Op basis van de ideeën van Kohnstamm en recente literatuur zijn kenmerken van effectieve instructie ge-identificeerd die kritisch denken bevorderen. Aan de hand van specifieke benaderingen van aspecten van kritisch denken in diverse onderwijssectoren illustreren we hoe deze instructiekenmerken vorm kunnen krijgen in de onderwijspraktijk. Tot slot gaan we na hoe deze aanpakken kunnen worden geïmplemen-teerd in het reguliere onderwijs. Kernwoorden: 21 ste-eeuwse vaardigheden; kritisch denken; basisonderwijs; voortgezet onderwijs; hoger beroepsonderwijs

- by Marieke Veltman
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- Higher Education, Critical Thinking, 21st Century Skills

This study determined the 21st Century Skills of students in Nueva Vizcaya State University, First Semester, SY 2014-2015. Specifically, it ascertained students' profile, their 21st century skills learning and innovation skills, information, media and technology skills and life and career skills. It further ascertained if a significant correlation exists between profile variables and the 21st century skills and if significant correlations exist between and among the dimensions of the 21st century skills. Thirty-five (35) respondents of the AB English Program under the College of Arts and Sciences were chosen using random sampling. It used the descriptive method and a 71 item-questionnaire developed by Vadil (2013).Quantitative data was treated with frequency , percentage and mean. The Pearson-r was used to determine the correlation between profile variables and the 21st century skills and the correlations between and among the dimensions of these skills. Findings revealed that the majority are in their teenage years, mostly female, and are Ilocanos, with fa-thers' educational attainment higher than mothers. Significantly, social and cross-cultural-skills along life and career skills surfaced as excellent skill among other 21st century skills. The respondents have a " very good " 21st century skills on other skills along learning and innovation skills, as well as information, media and technology skills. The highest educational attainment of father significantly correlates with learning and innovation skills and gender correlates with information , media and technology literacy and life and career skills. Very significant correlations exist between and among the dimensions of the 21st century skills

Uit: Werk verandert: 21st century skills in de praktijk • Door technologie en digitalisering verandert de maatschappij van een industriële naar een kennis-en netwerksamenleving. In de toekomst zal technologie een nog grotere rol spelen in de samenleving. Werk dat nu wordt gedaan door mensen, wordt straks uitgevoerd door machines, of mensen worden bij hun werk ondersteund door ICT. Veel functies veranderen daardoor drastisch. • Er wordt veel geschreven over de 21st Century Skills. Deze 21ste eeuwse vaardigheden zijn nodig om op de veranderingen voorbereid te zijn. Dit zijn competenties als creativiteit, samenwerken, probleemoplossend vermogen en kritisch denken. Verder is een betrokken, ondernemende, nieuwsgierige houding belangrijk in de 21ste eeuw. Ook ICT vaardigheden spelen een belangrijke rol. (zie bijv. www.P21.org) • Hierna staan eigenschappen genoemd die gerelateerd zijn aan de 21st century skills. Vul de lijst in en check of je voorbereid bent op de toekomst! Dat doe je door jezelf een rapportcijfer te geven. Denk niet te lang na en antwoord snel. Deze test hoor bij het boek: Werk verandert: 21st century skills in de praktijk. Een publicatie van Inholland en De Haagse Hogeschool.

- by Petra Biemans and +1
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- HRM & Organisational Behaviour, 21st Century Skills

In this study, it is aimed to determine the skill levels of 21st century learners and the relationship between these skills. The sample of this study, which is conducted with correlational research design, was determined by the convenient sampling method. The participants of the study consisted of 183 students in total studying at Atatürk University. Correlational and descriptive analysis techniques were used to analyze the data which was collected via Computational Thinking Scale, Digital Literacy Scale and Effective Communication Skills Scale. When the descriptive findings were examined, it was understood that the students generally had most of the skills but experienced ambivalence about the algorithmic thinking skills. As a result of the correlation analysis, it was found that critical thinking, problem solving, creativity, empathy and active-participative listening were significantly related to all variables. On the other hand, digital literacy skills were found to be significantly correlated with all variables examined in the scope of the study, except I-language. It was determined that the relationship between ego supportive language, active-participative listening, self-recognition/self-disclosure, and I-language skills and algorithmic thinking was not significant. The variables with the highest correlation coefficient were found to be creativity and critical thinking.

- by Ömer KOÇAK and +1
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- 21st Century Literacies, 21st Century Education, 21st Century Skills

Video games are not only the youngest media, but they broke any record regarding user consumption compared to other media, such as: books and films. Its success and the unique experience it offers has brought many myths around it, such as: game violence creates violent people, games don’t teach anything, games are socially isolating the player, and a few more.
This article surveys some common myths, and brings proof of a different truth, quoting academic game research. Games can be a very effective tool, if we use it right.

- by Shachar Oz
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- Education, Video Games, Game Based Learning, Video Game Violence

Revista Nova Ágora, no 5, Set. 2016, pp. 19-21.

Bu araştırmada yenilenen Türkçe dersi hem program kazanımları hem de bu kazanımların uygulanabilirliği açısından 21. yüzyıl becerilerine göre incelenmeye çalışılmıştır. Bu amaç doğrultusunda üç araştırma sorusu belirlenmiştir. Çalışma yorumlayıcı paradigmanın doğasına uygun bir özellik göstermektedir. Veri toplama aracı olarak doküman incelemesi tekniği kullanılmıştır. Araştırma dökümanları, Türkçe Dersi Öğretim Programı (1-8. sınıflar) ve ortaokul Türkçe 5. sınıf ders kitabıdır. Verilerin analizinde betimsel analiz tekniğinden yararlanılmıştır. Betimsel analizin temalarını, 21. yüzyıl becerileri oluşturmaktadır.

- by Mazhar Bal
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- Mother-Tongue Literacy, 21st Century Skills, Türkçe öğretimi

The International Baccalaureate Continuum offers both local elite and the expatriate populations
around the world a transferable and transportable education package from pre-Kindergarten to grade 12. IBC full diploma graduates are positioned to be accepted into the best universities in the world. For critics, the IBC is Western elitist and for the wealthy and advantaged, who seek to offer social distinction, college preference, and superior career paths to their children. To those who support the IBC, full diploma graduates are prepared for the 21st Century in skills that include global citizenship, creative and independent thinking, and life skills that are indispensable to university and professional preparedness. Little qualitative or quantitative scholarly research has been conducted to investigate the claim for or against the IBC as a contributor to 21st Century teaching and learning skills. Parents, students, education policy- makers, and educators need to understand the difference between perceptions based on clever marketing and branding, and the actual benefits of an IBC education, which represents a huge financial investment for parents and schools, and a rigorous commitment for students. The purpose of this study was to investigate IBC schools in South Korea, and to compare the results to related scholarly research conducted in neighboring Asian countries such as Singapore, China, and Japan. This was then contrasted with comparative studies done around the globe on IBC schools, for commonality and diversity in the findings. The global and rapid expansion of international education is underpinned in theories of constructivism, peace education and globalization, with a focus on world education culture and the reproduction of neo-colonialist tendencies with global and local elite societies. A total of 21st participants, comprised of internationally experienced qualified IBC educators were interviewed at prestigious international
ii
schools in South Korea. The interview questions were based on similar studies conducted in the IBC Asian-Pacific Region. The results were coded for their relevance to 21st Century teaching and learning skills. New themes emerged such as the phenomenon of excessive afterschool tuition called hog won. The results are comparable to previous studies in that while there is strong support for a relationship between 21st Century teaching and learning skills in the IBC, it is in fact found in schools that largely cater to private and exclusive groups of communities such as the ‘glocal’ elite and Western expatriate populations in South Korea. This implies that while an IBC education is superior in quality, it is only available to a select few in South Korea, which seems comparable to neighboring Asian countries (Lee & Wright, 2016; Wright & Lee, 2014a; 2014b; Wright, Lee & Feng, 2018).

يعالج البحث موضوع الدوران الوظيفي لناحية ربطه بمتغيرات بيئة العمل، ولا سيما منها الموارد البشرية وأدائها، ووضع المعايير التي تؤدي إلى انخفاض حالات دخول الموارد البشرية وخروجها بما قد يخفف من التأثير السلبي على انتظام العمل وجودته.
ينتهج البحث المنهج التجريبي لاختبار مدى صلاحية فرضيات بحثية تقوم على علاقات ارتباط أو تأثير بين متغيرات البحث المتعلقة بالموارد البشرية ومواصفاتها، والظروف التي تواجهها، وواقعها لناحية التنمية المهنية، وهي واردة في استمارة موجهةلأساتذة أربع جامعات خاصة وفاق آلية الاستعيان القصدي الغرضي.
توصل البحث إلى نتائج ذات الدلالة، حيث الإشارة إلى ارتباط دال بين متغير الإستقطاب الوظيفي وطريقة تعيين الموظفين، وخلص إلى إظهار ارتباط دال بين نسب الشكاوى والتوقف عن العمل والغياب المتكرر، مايمكن أن يضيء على مجمل عناصر عملية بناء الموارد البشرية، ببعديها: الإيجابي والسلبي. وقد أظهر البحث أيضًا وجود تأثير دال إحصائيًّا لنظام التحفيز على انخفاض نسبة الدوران الوظيفي، ولفاعلية الاستقطاب على الأسباب الداعية إلى ترك العمل، ولفترة الإشراف على سياسات الحوافز الماديةوالمعنوية ونظمها.

- by Violla Makhzoum
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- Business Ethics, Educational Technology, Human Capital, Social Responsibility
- by Christen Cornell and +1
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- Critical Pedagogy, Creative Industries, 21st Century Education, Cultural and Creative Industries

Students in this 21st century are required to acquire these 4C skills: Critical thinking, Communication, Collaboration and Creativity. These skills can be integrated in the teaching and learning through innovative teaching that promotes active and meaningful learning. One way of integrating these skills is through collaborative knowledge creation and sharing. This paper providesan example of meaningful teaching and learning activities designed within the Create-Share-Collaborate instructional strategy by utilizing Web 2.0 tool namely Popplet.

- by Aida Mahmor
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- Teaching and Learning, Education, Educational Technology, Teacher Education

Research-based discussions about 21st-century skills are currently needed; 21st-century skills refer to skills that today's students are expected to possess for successful future careers. The ways students perceive these skills or what kind of dispositions they have in this regard are significant. This paper provides an overview of the development of pre-service teachers' perceived 21st-century skills and dispositions. The quantitative data was collected in three phases during 2014, 2015, and 2016 at three Finnish universities. The number of respondents at each measurement point varied from 209 to 267. Data were analysed using latent growth curve modeling. The study focuses on students' perceptions of three areas related to 21st-century skills: learning skills, collaboration dispositions, and skills to use ICT. The results show that the three areas evolved in different ways. Learning skills and collaboration dispositions show up as yearly assessments that remain at the same level, with small differences among respondents, unlike skills to use ICT with bigger yearly changes. The measured areas also appear as separate entities throughout the bachelor's studies, with small or non-significant correlations. These results reveal important new perspectives on how pre-service teachers perceive 21st-century skills and how perceptions evolve during teacher education.

- by Teemu Valtonen and +1
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- ICT in Education, Teacher Training, Longitudinal Research, Pre Service Teacher Education

One of the foremost educational institutions to implement quality health programs is Centro Escolar University (CEU) and one of the programs is the Bachelor of Science in Pharmacy (BSP). Each graduate is expected to possess Centro Escolar Expected Attributes (CEEGA) and 21st-century Skills for the enhancement of their professionalism and ethics to provide quality patient care and as well as the enhancement of their coping mechanism with the current global changes in the 21st century. The study aims to determine the extent of CEEGA and 21st Century Skills among BSP Graduates of 2010-2019 as perceived by the graduates and their employers. A Descriptive Quantitative method is used for the research design. Online survey questionnaire was
created using Google forms consisting of two parts which are the socio-demographic profile of the respondents and 48 items Likert-scale type of questions ranging from 5 - 1 visibility is utilized to obtain data from the respondents. The results show that from a scale of not evident to strongly evident, majority of the respondents indicated that CEEGA and 21st century Skills are strongly evident among the BSP graduates of 2010-2019 as perceived by the graduates and employers. On
the other hand, significant difference exists between the graduate and employer perceived CEEGA and 21st century Skills based on year of graduation, whereas the CEEGA is more evident among 2013 graduates, while 21st century Skills are more evident among graduates of 2010. Furthermore, a significant difference also exists in the graduate and employer perceived CEEGA and 21st century Skills.

The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. When most workers held jobs in industry, the key skills were knowing a trade, following directions, getting along with others, working hard, and being professional—efficient, prompt, honest, and fair. To hold information-age jobs, though, students also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies, and deal with a flood of information. The rapid changes in our world require students to be flexible, to take the initiative and lead when necessary, and to produce something new and useful. This presentation intends to help the audience get an insight about (1) the current status of the teacher candidates in a typical faculty of education in Turkey about possessing the 21st Century Skills, and (2) to what extent the faculty of educations are helping the teachers candidates acquire these skills.

- by Irfan Sural and +1
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- Information Science, Information Technology, Teaching and Learning, Education

The Algerian educational system is competency-based; therefore, it focuses on developing learners' competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21 st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers' recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers' classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers' recommendations. Besides, the teachers' methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners' critical thinking. The conclusion drawn from the data analysis of the current research is that teachers' hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.

Twee lectoraten (van Inholland en De Haagse Hogeschool) hebben samen onderzoek gedaan naar de daadwerkelijke veranderingen in de praktijk van werk van een aantal beroepen: politieagent, accountant, verpleegkundige, adviseur van een bank en piloot. Dit is gebeurd aan de hand van het 21st century skills model P21. De data voor dit onderzoek is verzameld door 19 studenten van beide hogescholen. Opvallend is dat hoe verschillend deze beroepen ook zijn, er toch veel overeenkomsten zijn: o.a. de kern van de beroepen is veranderd, meer variatie binnen de beroepsgroep, toenemende protocollisering en meer individuele verantwoordelijkheid tegelijkertijd. Dit leidt soms tot onzekerheid bij de professionals: want wanneer doe je het goed?

This study dealt with the "teacher's classroom management practices to the developing the pupils' 21st century skills in the new normal in the Division of Batangas. The descriptive method of research was utilized to assess the "teacher's classroom management practices to the development of 4c's (critical thinking, creativity and innovation .collaboration, communication) as the pupils' 21st century skills. The 1005 respondents of the study were composed teachers from Area III with the total number of eleven (11) districts from Public Elementary Schools in the Division of Batangas.during the Academic Year 2020-2021.The salient findings of the study were as follows; teachers age 42-46 years old and above (39.70%) ; female (92.03%); had 21-25 years in service (49.25%), with a Master's Degree and EdD/PhD units (44.9%) ; holding Teacher III position (39.40%) ; and have General Education specialization (38.80%).The teacher perceived there level of classroom management practices on the five domains; a. maximize structure and predictability; b. post, teach, review, monitor and reinforce expectations; c. engage students in observable ways; d. continuum of strategies to acknowledge appropriate behavior, and e.continuum of strategies to respond to inappropriate behavior were "observed". However the level of the development of pupils' 21st-century skills in critical thinking, creativity and innovation, collaboration, communication, majority of the teachers' responses was "to a great extent". The study displayed that the ages, gender, length in service, and educational attainment were significantly related to the classroom management practices of the teachers in the new normal for the development of pupils' 21st-century skills. It demonstrates the older the teacher become the more mature in handling their classroom management practices in the field, the longer they stayed in the service ; the higher educational attainment they earn in their field greatly affects the development of the students 21st-century skills. All classroom management practices revealed significant with the development of pupils' critical thinking, creativity and innovation, and communication, collaboration 21st-century skills. Three domains of classroom management practices post, teach, review, monitor, and reinforce expectations; engage students in observable ways, and continuum of strategies to respond to inappropriate behavior were significant variables of pupil's 21st-century skills .

- by IOER International Multidisciplinary Research Journal ( IIMRJ) and +1
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- Philippines, Teacher, Classroom Practices, 21st Century Skills

Dijital Yerliler, 21.yy çocukları, 21.yy becerileri, eğitimde 6c, kültürleşme

- by Halil UZUN
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- Digital Citizenship, 21st Century Skills, 21. Yy. Becerileri, Dijital Yerliler

Bilim ve teknolojideki gelişmeler, değişen ihtiyaçlar ve nitelikli insan gücüne duyulan gereksinim bireylerde aranan özellikleri farklılaştırmaktadır. Bu özelliklerden biri olan bilgi işlemsel düşünme becerisi, dijital çağ öğrenenleri için temel bir okuryazarlık becerisi olarak görülmektedir. Kritik öneme sahip bu becerinin kazandırılması ise eğitim alanındaki çalışmaların odak noktası haline gelmeye başlamıştır. Bu bağlamda ülkemizin de dahil olduğu bazı ülkeler bilgi işlemsel düşünme becerisini öğretim programlarıyla bütünleştirmeye ve bu kapsamda bilgisayarlı ve bilgisayarsız olmak üzere çeşitli projeler, uygulamalar ve etkinlikler geliştirmeye başlamıştır. Bilgisayarlı uygulamalara programlama öğretimi, robotik uygulamalar, çeşitli dijital araçlar ve oyunlar örnek olarak verilebilir. Bilgisayarsız uygulamalarda ise kağıt-kalem etkinlikleri, ürün tasarlama, çeşitli bulmaca ve oyun etkinlikleri yer almaktadır. Buradan hareketle, bu bölümde bilgi işlemsel düşünme becerisinin geliştirilmesine yönelik üç farklı bilgisayarsız etkinlik önerisi sunulmuştur. Tüm etkinlikler ilişkili olduğu ders ve kazanım, hedef kitle, etkinliğin amacı, gerekli malzemeler, etkinliğin hazırlanması ve uygulanması, bilgi işlemsel düşünme ve 21.yy. becerilerine olası katkıları ve farklı disiplinlerde uygulanabilirliği kapsamında ele alınmıştır.

- by Merve Yıldız
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- Computational Thinking, 21st Century Skills, Cs Unplugged

Khan Academy is a global phenomenon with its revolutionary way of distributing courses. With its impressive database, Khan Academy has around 10,000 tutorial videos with short and to- the-point content mostly in Math and recently in many other subjects from science to art and humanities. The idea of offering free and world class education for anyone, anywhere started when the founder of Khan Academy- Sal Khan wanted to give video tutorials to one of his cousins upon request. As the tutorials were on demand by the other cousins in time, he decided to put the video content on YouTube and the demand started to raise. Over time his website became popular around the world with its quality and attention grabber videos on
diverse subjects. In 2012 Khan wrote the book “The One World Schoolhouse” which is a kind of collection of Khan’s thoughts and experiences on education that he gained after the Khan Academy. In “The One World Schoolhouse,” Salman Khan presents a simple thesis: We learn best when we learn actively and at our own pace, mastering each new skill before proceeding to the next. The book comes with the subtitle “Education Reimagined” as it aims to provide a new approach of learning in four parts respectively.

- by aysun güneş
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- E-learning, Distance Learning, 21st Century Skills

The aim of this paper is to identify emerging design principles when developing, piloting and implementing game-related Design Thinking activities for primary and lower secondary classrooms. The analyses are based on data from the large-scale intervention project GBL21 (Game-Based Learning in the 21st Century), which explores and measures how 1600 students working with game-related design activities in the subjects Danish, mathematics and science are able to develop design competencies such as being able to construct and communicate design solutions. In the paper, we focus on qualitative data from a pilot study on how two teachers adopt and enact one teaching unit in mathematics in grade 7. The challenge for the students is to design and construct a tangram game using the visual block-programming language Scratch with a set of agreed constraints (e.g. constructing pieces of a particular form). In our analysis, we identify design principles that support the enactment of the unit as exemplified by the two teachers. For our purpose, their teaching is interesting because they use quite different strategies when adopting the unit. One finding is that the material objects and close attention to dialogue are vital when coupling Design Thinking, game-like activities with subject matter (e.g. mathematics).

- by Thorkild Hanghøj and +1
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- Mathematics Education, Game Based Learning, Design thinking, Design-based research

Some studies related to the implementation of the gamification approach, in both primary and secondary school learning contexts, have started to emerge, focusing on the way the use of this type of approach could foster the development of 21st century skills (Cruz & Orange, 2016). However, little has been seen about the effects of gamified tasks in primary school pupils, especially regarding the role of competitiveness in fostering critical thinking. This paper aims at discussing the implementation of gamified tasks in primary English learning. By following an ethnographic methodological approach, we observed gamified practices with a group of students learning English in the 3rd/4th year, in which they were invited to answer quizzes, develop project work, perform small roleplays, to critically analyse picture- books, etc. The results show that gamified tasks promote competitive behaviour amongst students, which in - turn, fosters creative and collaborative critical thinking in the classroom.

- by Mário Cruz and +1
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- Picture Books, Gamification, 21st Century Skills, Critical Cultural Awareness

In the 21st century, the world has been changing rapidly. Change in economy and advancement in technology are the main factors behind this transformation. This change affects the nature of employability and entrepreneurship. On the other hand, use of technology among the masses by means of mobile phone, computer, internet etc has become a common phenomenon. Thus, the teachers, in the present era, have to deal with students having easy access to the world of information and technology. Therefore, they need to be equipped with some skills to prepare their students to face the global challenges. Moreover, India, being the second largest populated country, has some other issues like poverty, multilingual, cross- cultural, overcrowded classrooms. There has already been a change in the role of a teacher from being a transmitter of knowledge to be a facilitator of constructing knowledge. This paper highlights the skills required for an effective teacher in the 21st century in India. Through this qualitative study the following 21st century skills came into limelight- critical thinking and problem solving, creativity, communication, leadership, Information and Communication Technology, economic and financial literacy, environmental and conservation literacy. This paper finds out that many teachers in primary and secondary levels in India do not have proper knowledge and skill in using Technology in general and internet in particular. The untrained teachers teaching in primary, upper primary and secondary levels have been pursuing their professional training. They also need to have working knowledge in using teaching learning materials by means of Technology. Above all, teachers must take effective steps in their teaching learning process to develop the moral values of the students.

- by IERJ Journal
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- Teacher, Skills, 21st Century Skills

Today's world has become competent. There are many doctors in today's setting though only some are renowned not merely of their knowledge but the skills they present. Here we have listed five skills to help medical students become better... more

21 st century pedagogy and learning has significantly changed because of the numerous technological innovations and inventions. One of these technological advancements is e-learning which can be facilitated through the use of both the internet and electronic gadget like a Tablet PC. Such advancement in the world compels teachers to develop among students certain skills which will allow them to meet expectations of 21 st century workplace. A private and exclusive school for girls in Quezon City, Philippines, has integrated in its first year level academic curriculum the use of the Tablet PC, namely the Acer Iconiatab 200, in school year 2012-2013, as one of its initiatives to offer quality 21 st century education to its students. This case study hopes to find out the impact of a tablet-based learning environment on the learning and study habits of first year students. Specifically, this case study hopes to know students' perception on the effect of a tablet-based learning environment on their motivation to participate in class, work on their assignments at home, read their assigned materials, etc. Based on the results of a self-developed survey and focus group discussions with both teachers and students, students became more engaged in discussions. Students are also able to submit their outputs anytime, anywhere. However, there are also challenges which teachers need to address like monitoring student behavior and assessing their numerous outputs and lack of understanding and training for teachers. Self-regulated learning and teacher training are among the recommendations for the school to improve e-learning environment.

This study aims to investigate core competencies development namely communication skill, IT skill, numeracy, learning how to learn, problem solving, working with others, and subject specific competencies at Faculty of Economics and Business Management of National University of Malaysia (FEP UKM) and Faculty of Economics of National University of Indonesia (FE UI). This survey research was generated by collecting 334 questionnaires from students of FEP UKM and 355 questionnaires from students of FE UI. Students’ focus group discussion and teaching syllabus were utilized to further describe and examine students’ core competencies development. Descriptive findings show that students’ FE UI obtained higher mean score of core competencies compared with students’ of FEP UKM. The findings of inferential statistics by MANOVA confirmed that FE UI enhanced students’ IT, numeracy, learning how to learn, problem solving, working with others and specific subject content competencies stronger than FEP of UKM. Comparison between FEP UKM and FE UI according to department decided that students of Business Management of FEP UKM performed their learning how to learn, problem solving, specific subject content, and overall core competencies better than business management of FE UI, while the students of economics of FE UI performed communication skill, IT skill, numeracy, learning how to learn, problem solving, working with others, and subject content competencies and overall core competencies stronger than students of economics FEP UKM. Results of multiple regressions indicated that specific subject content (r2=.124. and β=.312), learning how to learn (r2=.022. and β=.241) and numeracy (r2=.013. and β=.154) predicted students Cumulative Grade Point Academics (CGPA) of FE significantly. However, there was no significant correlation between core competencies and students’ CGPA at the FEP UKM. The last result of differences analysis concluded that FE UI perceived the importance of IT, learning how to learn, working with others and overall competencies are higher than students of FEP UKM. This study points out that there are similarities and differences of students’ core competencies development between FEP UKM and FE UI. Finally, this study suggests that universities should formulate and implement core competencies development into action in order to attain intended outcomes of higher education namely employability, lifelong learning, and good citizenship.

This report shows a critical view and analysis of the 21st century leadership, the introduction of the report discusses various definitions and quotes of leadership published by authors and professors of the 21st century and how the definitions have emerged throughout the coming years; the key characteristics of the 21st century leaders were also discussed in depth under the introduction section. Further on the report the differences and similarities of the key competencies and the leadership capabilities were discussed with quotations from journals and references, finally introduction concludes by stating the underlying causes of the change to the leadership capabilities stating appropriate citations and references. The 2nd section of the report is the critical analysis which is analyzed with academic definitions focuses on the comparison between various definitions and an overview of key themes and theories of leadership. The report concludes stating the main approach of the report, the discussion with regard to the definitions and recommendations for the future.

- by Christabel Fernando
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- Management, 21st Century Literacies, Leadership, Leadership Development

In the 21st-century globalized context, education systems worldwide are challenged to respond to the increasingly rapid and often unpredictable demands of the globalized society in an interdependent way towards achieving common education goals on a transnational level. In this globalized space, the Greek state-school teacher's role has evolved and changed towards thinking and acting both locally and globally, as an active participant of the global ecosystem. The purpose of this article is to reflect upon the Greek state-school teacher's changing role in the 21st century, taking into consideration the global educational context in conjunction with the changing state-school context in Greece, as well as the characteristics, challenges and changes of the teacher's role internationally identified, both conceptual and practical, through an ecosystemic approach.

The research investigates if and to what extent undergraduate engineering students, who are frequently required to give technical and non-technical presentations during their four-year BS degrees, are anxious about giving presentations in English. To help them improve their spoken and written English, and soft skills, the undergraduate engineering students are offered two subjects, Communication Skills and Technical Writing and Presentations Skills, during their degree program at UET, Lahore. Foreign Language Classroom Anxiety Scales (FLCAS) developed by Horwitz, Horwitz, & Cope (1986) has been used as a research instrument, while 516 randomly selected undergraduate engineering students from different departments of UET Lahore, Pakistan filled the questionnaire. Findings indicate that while making presentations in English, the students experience low to moderate levels of anxiety, while the order of the severity of the factors is: communication apprehension, fear of negative evaluation, and test anxiety. Over half of them feel fully confident. The study has implications for English for specific purposes, teaching English as a second language, second language acquisition, and psychology.

- by Mehvish Riaz and +1
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- Second Language Acquisition, Engineering Education, TESOL, Confidence

This study investigated on how well the students can explain science concepts through movie scene clips as a summative assessment. It focused on the depth of the concepts learned in physics, chemistry, and earth and life science, and to the 21st century skills developed by the students while combining the scene clips and reviewing the concepts observed from the scenes. Ninety seven students from three different schools in Luzon, Philippines during the first semester of school year 2017-2018 were selected to participate: grade 12 students under the Science, Technology, Engineering, and Mathematics strand enrolled in General Physics 1 from Pamantasan ng Lungsod ng Maynila, second year college students enrolled in General Chemistry from Bataan Peninsula State University and grade 11 students under the General Academic Strand enrolled in Earth and Life Science from Isaac Lopez Integrated School in Mandaluyong City. Students grouped in 4-5 members were required to choose a film and clip the scenes which have applications and violations of science concepts observed from the scenes. The outcomes were then presented in class. The result reveals a 3.1 mean in the students' mastery of the concepts in physics, 3.0 mean in chemistry, and 3.2 in earth and life science, with 4.0 as the basis of an excellent mark. This shows that the mastery of the concepts learned in each subject falls under the proficient category. The study has also found support in the development of the students' 21st century skills, which are creativity, teamwork, communication, critical thinking, digital competencies, leadership, and planning.

- by ISTES Publication
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- Education, 21st Century Skills, Contextualization, Video Clips

Arts integration and 21st century skills are increasingly relevant to addressing complex student needs in contemporary education. The Creative Classroom Collaboratives: Creativity, Confidence, & Competence (C32) study found that comprehensive arts integration approaches and peer-to-peer professional collaborations between teachers, teaching artists, and cultural partners such as museums, theaters, and arts councils had a positive relationship to students’ achievement and 21st century skill development. By reinforcing criteria that make up the core 21st century skills of creativity, critical thinking, collaboration, and communication, arts integration methods were associated with increases in student learning in a cluster randomized control trial of a study of fourth- and fifth-grade students in two school districts with low socioeconomic status on Long Island, New York. This study includes implications for arts integration in schools, peer professional development and teaching practices, and dynamic partnerships with arts and cultural partners.

- by Laura Reeder and +1
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- Creativity, Arts Education, Critical Thinking and Creativity, Arts Education and Pedagogy