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Introduction to 21st century skills and education
Abstract
Please cite as:
Erdem, C. (2019). Introduction to 21st century skills and education. In C. Erdem, H. Bagcı and M. Kocyigit (Eds) 21st centrury skills and education (pp.1-20). Cambridge Scholars Publishing.
This part of the chapter presented here is taken from the book extract provided by the publisher.
Book title: 21st century skills and education
Editors: Cahit Erdem, Hakkı Bağcı, Mehmet Koçyiğit
Publishers: Cambridge Scholars Publishing
You can access the book extract :
https://www.cambridgescholars.com/resources/pdfs/978-1-5275-3966-2-sample.pdf
The book is also available at:
shorturl.at/iuGJZ
For full text, please send a message.
... In order to be capable of solving the problems of the day, one must have the required skills, knowledge, and character. That is because information in the 21st century is escalating, widening, and moving more rapidly, necessitating a management-ready education (Erdem, 2019). STEAM is one of the learning models that uses an appropriate approach by studying the phenomenon that occur around us (Imamah & Muqowim, 2020). ...
... Rana & Muhannad (2020) investigated the effect of applying STEAM approach on motivation among students of grade 10 in private school in Amman. [9][10][11][12][13][14][15] Quasi Experimental Method was used with sample of 32 high school students including Experimental Group consisted of 13 students using STEAM approach and 19 students studying geography by conventional method of teaching. It was found that there was no significant difference on motivation towards learning except class anxiety which was in the favor of experimental group and concluded that providing training to teachers in STEAM approach helps in meaningful learning. ...
Globally, learning approaches that mingle various scientific fields are in great need today in education form to improve the product of education. The International Society for Technology in Education (ISTE) requires institutional education to acclimatize to rapid technology and train students to compete internationally by using e-learning medium in the classroom. The purpose of the study is to support every argument about STEAM education. The method used is previous studies based on STEAM. Data is collected through articles based on STEAM, STEAM education, and learning models based on STEAM. Databases used for searching include, Elsevier, Emerald, Springer, Research Gate, Academia Edu, Google Scholar. The result of the study is that STEAM builds human assets who can think critically, logically, and systematically and have universal competitiveness. Implementing STEAM based pedagogical learning in education enables students to comprehend the importance of integrating various disciplines. Moreover, learners can progress their logical thinking through STEAM approach, it will provide inclusive opportunities for students to practice their thinking skill, experiential learning.
... Collective and individual success is solely related to possessing those skills (Rotherham, & Willingham, 2009). Due to the dramatic shift from an industrial age based on commerce, trade, marketing, and manufacturing to a knowledge age based on data, information, and knowledge, a new set of skills have come to light to satisfy the needs of the 21st century (Erdem, 2019). The change is not apparent only in the economic sphere but in many others. ...
... With the boom in information and communicative technologies, not only do the elites of society need critical thinking, problem-solving, and creativity, but everyone needs them to adequately cope with modern life (Erdem, 2019). ...
Over the last several years growing demand has been put on the importance of mastering 21 st century skills in all spheres of human life, education is no exception. To this end, teachers are challenged to promote those skills in their EFL classroom. This research is, thus, an attempt to investigate whether training programs directed to both pre-service and in-service teachers train them on how to promote 21st century skills. To attain this aim, this study follows a quantitative descriptive approach to answer its research questions. An online questionnaire was administered using Google Form to 45 teachers of the English language who teach at different educational levels. The analysis of the questionnaire revealed that the programs adopted to train teachers are not adequate and only promote declarative knowledge. Besides, their inadequacy of keeping pace with modern trends in ELT which in turn would affect the quality of both teaching and learning.
... Collaborative skills are undeniably vital for educators in the 21st century [5,7]. These skills enable teachers to work effectively with colleagues, students, and various stakeholders in the educational community, fostering a cooperative and supportive environment. ...
The purpose of the current study was to investigate the impact of an integrated approach, combining Learning by Teaching (LbT) and Project-Based Learning (PBL), on the statistical knowledge, attitudes, and collaborative abilities of preservice teachers in the Thai educational context. The research, which was designed as a one-group experimental study, involved a sample of 27 preservice teachers from the Faculty of Education at Mahsarakham University in Thailand. We conducted participant selection using cluster random sampling. The study employed a set of instruments, including: 1) an LbT-PBL integrated learning management plan, 2) a collaborative skill evaluation form, 3) a statistical skill evaluation form, and 4) a statistical attitude evaluation form. Descriptive statistics and a one-sample t-test were employed for data analysis, utilizing a predefined criterion of 80. The findings indicate the enhancement of statistical knowledge and attitudes as well as collaborative skills among participants through the integrated LbT and PBL approaches. This empirical support confirms the success of the integrated model in advancing statistical competence and collaborative skills, especially in the context of teacher education. The positive impact on statistical knowledge and collaborative abilities highlights its potential to shape future pedagogical practices, underscoring the significance of this innovative approach in enhancing the skillset of preservice teachers.
... Gone are the days when education primarily revolved around rote memorization and standardized testing, where success was often measured by one's ability to recall facts and figures. In this new era, education has shifted towards a more dynamic and skills-based approach (Erdem, 2019). This evolution is driven by the recognition that students need more than just knowledge; they need the ability to think critically, solve complex problems, and adapt to an ever-changing world. ...
This research endeavors to address the pressing need for nurturing creative thinking skills among primary school students in the context of Mahasarakham province, Thailand. By systematically analyzing the specific challenges and requirements faced by educators, a comprehensive model for enhancing creative thinking skills was developed. This model integrates multidisciplinary methods, hands-on realistic tasks, and combines STEAM (Science, Technology, Engineering, Arts, and Mathematics) education with the 6E technique. The study demonstrates the model's effectiveness in significantly improving creative thinking skills among students. The key findings underscore the value of multidisciplinary approaches, emphasizing experiential learning through practical tasks that stimulate creativity. The fusion of STEAM education and the 6E technique proved to be particularly impactful, aligning with prior research in the field. The research contributes vital insights and practical recommendations for educators and policymakers, urging them to consider multidisciplinary methods, STEAM education, and the 6E technique as viable strategies to bolster creative thinking skills in primary school students.
... The evolving socio-economic landscape of this century necessitates that students acquire a new skill set to thrive and compete in a future marked by complexity and constant change. This skill set is referred to as "21st-century skills" [1] [2]. To nurture these vital competencies, teachers must shift their role from lecturers to learning facilitators in a student-centric online learning environment. ...
Due to the advancement of digital technology in the 21st century, self-directed learning (SDL) skills have become crucial for learning in the digital era, which is characterized by rapid change. Most previous studies have focused on enhancing SDL skills through various instructional methods. Today, technology plays a crucial role in learning. In the current context, exploring the outcomes of incorporating digital technology in teaching methods to enhance SDL skills is an intriguing subject. This study investigated the impact of SDL skills and learning achievement promotion by employing learning activities based on the constructionism approach in a digital learning ecosystem (DLE). The study used a quasi-experimental research approach with a non-equivalent pre-test and post-test control group design. The participants were eleventh-grade students. The results showed that both the SDL skills and learning achievement of the experimental group increased more compared to those of the control group. Based on the findings of this study, it can be concluded that learning-by-marking within an environment where numerous digital technologies serve as learning tools has a positive impact on SDL skills and learning achievement.
Learning in the 21st century requires lecturers and students to think critically, creatively innovatively, have communication skills, collaborate and use of ICT. The pedagogical competence of lecturers is the key to educational efficiency in improving the quality of learning and the quality of graduates. The background of lecturers from non-education increasingly casts doubt on the quality of lecturer teaching in challenging 21st-century learning activities. This study aims to identify, describe, and analyze how the application and efforts to develop the pedagogical competence of non-educational lecturers in learning in 4 public and private universities in Banyumas Regency. This descriptive qualitative research uses observation and interview methods on 20 respondents taken purposively at four universities in Banyumas Regency. The process of collecting and analyzing information data uses qualitative research data analysis steps developed by Miles & Huberman (1992), namely (1) data reduction, (2) data presentation and (3) conclusions. The results showed how pedagogic competence possessed by lecturers with non-educational backgrounds, how it is applied in learning, how lecturers' efforts in developing their pedagogic competence, how universities facilitate pedagogic development, and the challenges faced by lecturers with non-educational backgrounds in developing pedagogic competence in supporting 21st-century learning.
This research aims to identify essential skills required for 21st-century students, to examine teachers' practices, and to explore the educational classroom content applied for skill development. The research sample consists of ten teachers from five classes in a primary school located in Austria. Employing a qualitative approach, the study is conducted through semistructured interviews with teachers, classroom observations, and analyses of the students´active participation in classes over one month. The results prioritize critical thinking, creativity, and social skills. The emphasis is on internet safety in alignment with curricular requirements, interdisciplinary projects, and self-regulated learning, which are crucial for early education development. Additionally, the data reveals that teachers predominantly utilize open-ended lessons and independent learning activities, while providing flexibility for students to learn independently. Teachers prioritize individual student expression, self-direction, creativity, and imagination in their approach to skill development. They engage in interdisciplinary projects to foster sustainable skill development and promote visual language and literacy to facilitate self-expression and inclusive attitudes. While integral to the learning progress, integrating media and technology poses challenges for children, however, students are adapting to it easily and learn to discern information according to their needs. Challenges identified include maintaining students' focus on tasks, navigating tensions between content mastery and process understanding, and the need for teacher training in pedagogical tools, particularly amid the transition to online teaching. Overall, the study underscores the importance of providing students with opportunities for independent exploration, fostering collaboration, and addressing challenges in implementing effective teaching approaches to develop the necessary students' skills for the 21st century.
The world is undergoing rapid changes concerning the development in science, knowledge, and technology. The change can be seen in educational environment as the past months changed the teaching mode from face-to-face teaching to distance teaching. The students as well as the teachers had to adapt to challenges that the pandemic has brought to educational environment. The present study focuses on the development of digital skills of pre-service teachers (11, F=10, M=1), as well as on the usage of online tools in content and language integrated learning. Students were introduced to online tools, which can also be used for creating stories, and how they can be integrated to CLIL lessons. The research also includes pre-service teachers' experiences with the tools during the course, as well their experiences from the teaching practice.
This research aims to design and validate the contents of the mathematical creative problem-solving (MCPS) instrument to measure creative problem-solving skills. This instrument consists of four aspects, each with related items representing latent variables for promoting students’ MCPS. An instrument construct that contains aspects of divergent and convergent thinking is presented. The stimulus provided is real problems in everyday life (real-world situations) with tiered levels of structure of the observed learning outcome (SOLO) taxonomy. The question structure developed is in the form of near-transfer and far-transfer questions. The content validity process is presented by seven expert validators experienced in mathematics, mathematics education, and measurement. The level of agreement between expert assessments is determined using the Aiken formula. Aiken coefficient for all items is above the good threshold. The instrument developed has demonstrated strong content validity and is recommended for measuring MCPS skills of junior high school students.
Literature reveals that there are numerous factors that affect students' academic achievement. These factors range from internal factors with varying degrees of influence. Determining the dominant factors is highly useful as part of the effort and the planning of potential actions regarding what can be done to improve students’ academic achievement. The present study employed a systematic literature review method to identify the dominant factors. Results show that there are four dominant factors that affect students’ academic achievement. They are academic motivation, emotional intelligence, teachers, and peers. This finding confirms the complex nature of the factors that affect students’ academic achievement, which involve internal and external factors. Without disregarding the other factors, these findings suggest that schools and parents should pay close attention to the dominant factors in order to improve students’ achievement.
ResearchGate has not been able to resolve any references for this publication.