Relevant bibliographies by topics / 21st century digital skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic '21st century digital skills'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "21st century digital skills"

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van Laar, Ester, Alexander J. A. M. van Deursen, Jan A. G. M. van Dijk, and Jos de Haan. "Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review." SAGE Open 10, no. 1 (2020): 215824401990017. http://dx.doi.org/10.1177/2158244019900176.

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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 determinant
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ÖZEREN, Ender. "Predicting Secondary School Students’ 21st-Century Skills Through Their Digital Literacy and Problem-Solving Skills." International Education Studies 16, no. 2 (2023): 61. http://dx.doi.org/10.5539/ies.v16n2p61.

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The research aims to determine whether secondary school students’ digital literacy and problem-solving skills predict 21st-century skills. It is a correlational survey study. The population of the research is the students studying in secondary schools in formal education institutions in Elazig. The sample of the research is 490 secondary school students determined by the disproportionate cluster sampling method. Data collection tools in the research are demographic information form, digital literacy scale, problem-solving inventory for primary school children, and 21st-century skill
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Dedi, Riyan Rizaldi, Nurhayati Eris, and Fatimah Ziadatul. "The Correlation of Digital Literation and STEM Integration to Improve Indonesian Students' Skills in 21st Century." International Journal of Asian Education 01, no. 2 (2020): 73–80. https://doi.org/10.46966/ijae.v1i2.36.

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Dynamic human development in the 21st Century demands students to make innovations in the world of education. Students are required to have 21st-century skills, namely creativity, critical thinking, collaboration, and communication. In contrast, teachers are required to have skills that must be mastered. The six capabilities are mastery of knowledge/content, mastery of 21st-century pedagogy, the ability of expertise in the development and achievement of students and give support, mastery of learning psychology skills; having counseling skills; and competence in using information technology and
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Özer, Merve, and Ayşenur Kuloğlu. "The Relationship Between Primary School Teachers’ Perceptions of 21st Century Skills And Digital Literacy Level." Malaysian Online Journal of Educational Technology 11, no. 3 (2023): 173–83. http://dx.doi.org/10.52380/mojet.2023.11.3.429.

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In the 21st century, individuals are exposed to technology from the moment they are born. They are expected to master 21st century skills and digital literacy in order to use technology appropriately, safely, and effectively and keep up with the times. The 21st century skills and digital literacy of primary school teachers, who form the basis of individuals' learning and lead them, are of great importance. For this reason, in this study, primary school teachers’ perceptions of 21st century skills proficiency, their digital literacy levels, and the relationship between them were examined. A rel
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Marecel, E. Krawczyk, and M. Garabato Melinda. "Utilization of Information and Communication Technology and 21st Century Skills." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 08 (2024): 3902–14. https://doi.org/10.5281/zenodo.13364023.

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Learning has now become beyond the four corners of the classroom. Utilization of Information and Communication Technology (ICT) enhances learning which students may either develop the 21st Century skills or otherwise. This study aimed to determine the relationship between utilization of ICT and 21st Century skills of students of East 1 District, Division of Gingoog City for SY 2023-2024. Specifically, this study sought to determine the extent of ICT utilization in terms of learning activities, and perceived impact; the level of 21st Century skills of students in terms of learning skill, creati
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Shopia, Khilda, Sarah Aslamiyah, Isnaniah Isnaniah, Syifa Fadhilah Hamid, Purnawati Purnawati, and Muhamad Rizky Fadhil. "STUDENTS’ AWARENESS TOWARD 21ST CENTURY SKILLS." PRIMACY Journal of English Education and Literacy 3, no. 2 (2024): 67–79. https://doi.org/10.33592/primacy.v3i2.6342.

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Understanding 21st-century abilities is essential for students to succeed in the quickly changing digital and information age. These abilities, which are divided into learning, literacy, and life skills categories, include vital proficiencies including critical thinking, creativity, teamwork, communication, information literacy, and flexibility. In order to successfully handle societal difficulties, this study looks at how well students comprehend and apply these abilities. The results show that although students show a moderate level of knowledge regarding digital literacy and teamwork, defic
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Ilgaz, Hale. "Shifting to digital with 21st century skills." Educational Technology Research and Development 69, no. 1 (2021): 199–200. http://dx.doi.org/10.1007/s11423-021-09946-x.

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AP, Sundapa, Syamsurizal S, Irdawati, and Putri DH. "Interactive Multimedia Development Using Adobe Flash Cs6 to Improve Critical and Creative Thinking Skills of Class VIII Junior High School Students." International Journal of Current Science Research and Review 05, no. 11 (2022): 4187–93. https://doi.org/10.5281/zenodo.7318437.

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<strong>ABSTRACT:</strong> Education has a huge impact on the existence of the 21st century. Improving the quality of human resources through education, from primary and secondary education to higher education is the key to being able to follow the development of the Industrial Revolution 4.0. This 21st century learning applies creativity, critical thinking, cooperation, problem solving, communication skills, community skills and character. The education system needs a new movement to apply skills in the era of the industrial revolution 4.0. One of the movements designed by the government is t
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Affendy Lee, Noor Azli, Farina Nozakiah Tazijan, Aileen Farida Mohd Adam, I. Ikhsanudin, and Rofiza Aboo Bakar. "Comparative analysis of digital literacy and 21st-century skills among university graduates in Malaysia and Indonesia: The role of collaboration, critical thinking, communication, and creativity." Journal of Nusantara Studies (JONUS) 10, no. 1 (2025): 166–91. https://doi.org/10.24200/jonus.vol10iss1pp166-191.

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Background and Purpose: Digital literacy and 21st-century skills are increasingly needed to navigate today's globalized society. Recent study emphasises the necessity of these abilities for youngsters to actively participate in digital societies, civic and political affairs, and digital identity exploration. This study aims to compare the digital literacy and 21st-century skills of university graduates in Malaysia and Indonesia, and to examine how these skills shape digital literacy in both countries. Methodology: 113 Malaysian and 271 Indonesian graduates participated in the online survey. Th
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Atika Ulya Akmal, Yohandri, and Abdul Razak. "Profile of Students’ 21st Century Skills in Digital Learning Using The Contextual Teaching and Learning (CTL) Model." International Journal of Elementary Education 7, no. 4 (2023): 731–41. http://dx.doi.org/10.23887/ijee.v7i4.66570.

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The 21st century skills are skills that really need to be developed to face the current digitalization era. Looking at the current conditions, students' 21st century skills are not very prominent and are not well developed so that students need new innovations that can support 4C skills. The purpose of this study was to analyze the 21st century skill profile of first semester Elementary School Teacher Study Program students in the elementary physics basic concepts course. This type of research is descriptive research. The sample of this research was 110 students selected with a specific purpos
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Dissertations / Theses on the topic "21st century digital skills"

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Short, Barbara, and Barbara Short. "21st Century Skills Development: Learning in Digital Communities: Technology and Collaboration." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12407.

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This study examines some aspects of student performance in the 21st century skills of Information and Communication (ICT) Literacy and collaboration. In this project, extant data from the Assessment and Teaching for 21st Century Skills project (ATC21S) will be examined. ATC21S is a collaborative effort among educational agencies in six countries, universities, educational research groups, high tech innovators and the multinational corporations Cisco, Intel and Microsoft. ATC21S demonstration tasks explore the use of digital literacy and collaborative problem solving constructs in educational
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Baker, Kelvin. "From Pencil to Mouse: the 21st Century Animation House." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/366780.

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The fast pace of change within the animation, computer game and post production industries has presented a problem for Vocational Education and Training (VET) programme developers who are finding it increasingly difficult to stay relevant and up­to-date with the latest employability skill-sets in this industry sector. A comprehensive study of the Australian digital media industry -including the latest systems, software, technologies and production pipelines -is not readily available, making it difficult for Training Package developers to create up-to-date, flexible, meaningful and transferable
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Mohamed, Shafiza Binti. "A procedure that uses the latest advances in modern measurement theory to align the assessment of digital literacy with the policy requirements of Malaysia: Demonstrated through its application to the national high-stakes examination." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/27384.

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The Malaysian Eleventh Plan (2016-2020) has digital literacy as one of the key drivers to support the pillar of “leveraging Information and Communication Technology (ICT) to scale up quality learning” (Ministry of Education, 2013, p. 20). This policy is part of a broader plan aimed to prepare students for the 21st century workforce. To achieve this goal, in 2016, the Digital Competency Standard (DCS) was developed to measure and provide a national framework for the reporting of student performance in digital literacy, based on three main domains: Technology, Digital citizenship and Cognitive.
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Beyers, Ronald Noel. "Promoting human capital development through ICT creativity and innovation / R.N. Beyers." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4248.

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There is a growing call for more skilled workers-especially in the scarce skills of science, engineering and technology (SET). The current educational system is failing to address these issues, learners are being ill-prepared to cope with the demands of a society that has moved on; and learners are being prepared for a society that no longer exists in practice. In order to address this problem, this thesis calls for a greater emphasis on issues of digital inclusion, integration of whole communities, understanding of the dynamics of integrating ICTs into the classroom, exploring opportunities f
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Moore, Vince. "Use of Digital Fabrication Tools and Curriculum with Gifted Students in Rural Middle Schools." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404600/.

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This study focuses on the use of American Invention Kits from the Smithsonian Institute in conjunction with a 3D printer. In conjunction with a large dataset from a study funded by the National Science Foundation (NSF), this innovative research focuses on the effect the digital fabrication curriculum unit has on gifted and talented students' knowledge and affinity toward the fields of science, technology, engineering, and mathematics (STEM). Students from two rural middle schools in north-central Texas (N = 190) took part in this quantitative study; the students were divided among four subgr
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Johansson, Wilhelm, and Alexandra Söderlund. "Teachers’ Views on Digital Tools in the English as a Second Language Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34558.

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Syftet med den här uppsatsen är att undersöka lärares och elevers erfarenheter och syn på hur och varför digitala verktyg ska användas i det engelskspråkiga klassrummet för gymnasieskolan. Deras erfarenheter och syn på ämnet blev insamlade genom semi-formella, kvalitativa intervjuer med lärare, samt genom fokusgrupper med elever. Resultaten indikerar på ett flertal fördelar som ökar elevers prestation genom implementeringen av digitala verktyg. Dessa är bland annat individualisering, autonomi och ökat engagemang. Lärares implementering av digitala verktyg är beroende av en god lärarkompetens s
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Voelcker, Marta Dieterich. "Tecnologias digitais e a mudança de paradigma na educação : a aprendizagem ativa dos educadores como favorecedora de diferenciação e sustentação da mudança." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/70613.

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Esta tese apresenta movimentos e teorias que demandam a mudança de paradigma na educação básica. A adoção de métodos ativos de aprendizagem com uso de tecnologia digital é defendida como oportunidade para concretização da inovação desejada. O problema é definido com a identificação de barreiras para concretização da mudança em escala. A intenção de diferenciar a educação esbarra em limitações na formação e vivência de educadores em relação ao paradigma desejado e ao uso da tecnologia digital. Uma pesquisa ação participante foi conduzida em um centro social, com organização semelhante a uma esc
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Cetz, Ricardo Gustavo. "Teaching Culture Using E-Portfoliosin a 4th-Semester University Spanish Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4411.

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The World-Readiness Standards for Learning Languages (ACTFL, 2014) encourage teachers to help their students use the target language to “investigate, explain, and reflect” on the relationships between cultural products, practices, and perspectives. However, while most language instructors agree that language and culture should be connected, many fail to teach culture explicitly because they are so focused on the language components of their courses. Of those who do teach culture explicitly, many either teach only about the cultural products and not the perspectives, or they teach the culture
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Shopshear, Jennifer Lynne. "21st century skills for 21st century learners." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3264.

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The purpose of the project was to develop and implement a survey for the purpose of better understanding how teacher's attitude affect their ability to achieve success and overcome challenges associated with the implementation of a 1 on 1 Learning Program. This project was intended to increase awareness as to how teachers currently use technology, their attitudes about the technology they use, and their perceptions as to how students will use technology. Research in this study affirms this can improve teacher/student achievements; promote creativity and motivation through effective communicati
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Coffman, Vonda G. "THE PERCEIVED TECHNOLOGY PROFICIENCY OF STUDENTS IN A TEACHER EDUCATION PROGRAM." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1371730581.

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Books on the topic "21st century digital skills"

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Educational Resources Information Center (U.S.), ed. NCREL's enGauge 21st century skills: Digital literacies for a digital age. North Central Regional Educational Laboratory, 2002.

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Trilling, Bernie. 21st Century Skills. John Wiley & Sons, Ltd., 2009.

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Ravenscroft, Andrew, Stefanie Lindstaedt, Carlos Delgado Kloos, and Davinia Hernández-Leo, eds. 21st Century Learning for 21st Century Skills. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33263-0.

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United States. Dept. of Commerce, United States. Dept. of Education, United States. Dept. of Labor, National Institute for Literacy (U.S.), and United States. Small Business Administration, eds. 21st century skills for 21st century jobs. [Dept. of Commerce], 1999.

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Koul, Rekha B., Rachel Sheffield, and Leonie McIlvenny. Teaching 21st Century Skills. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4361-3.

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Piirto, Jane. Creativity for 21st Century Skills. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-463-8.

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Azam, Ikram. 21st century education and skills. The PFI and Margalla Voices, 2003.

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Tammy, Heflebower, ed. Teaching & assessing 21st century skills. Marzano Research Laboratory, 2012.

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Kaul, A. K. e-Libraries in 21st century. ABD Publishers, 2008.

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Pal, Souvik, Ton Quang Cuong, and R. S. S. Nehru. Digital Education for the 21st Century. Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003180517.

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Book chapters on the topic "21st century digital skills"

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Wilson, Mark, and Kathleen Scalise. "Assessment of Learning in Digital Networks." In Assessment and Teaching of 21st Century Skills. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9395-7_3.

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Sultana Shaik, Shabreen. "E-Tools: A Need for Enhancing Teaching and Learning English Language Skills." In Digital Education for the 21st Century. Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003180517-17.

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Rukmini, S. "Digital Journalism for Communicative Competency and Literary Skills in English: Scope, Challenges, and Implications." In Digital Education for the 21st Century. Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003180517-3.

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Merl, Christina. "Fostering 21st Century Skills in Engineering and Business Management Students." In The Challenges of the Digital Transformation in Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_15.

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Mutiaraningrum, Ira. "Navigating the Digital Culture Frontier: Digital Skills and 21st-Century Skills in Student-authored Digital Multimodal Composition." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. https://doi.org/10.2991/978-2-38476-321-4_35.

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Poon, Chew Leng, Sean Tan, Horn Mun Cheah, Pik Yen Lim, and Hui Leng Ng. "Student and Teacher Responses to Collaborative Problem Solving and Learning Through Digital Networks in Singapore." In Assessment and Teaching of 21st Century Skills. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9395-7_9.

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Bağcı, Cahit. "The Impacts of Online Education on Ecology of Learning and Social Learning Processes." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_3.

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AbstractDevelopments in the IT sector and technological advancements around the world have forced educational systems to also change accordingly. Radically affecting the usual flow and order of economic and social life around the world, the global COVID-19 pandemic and social isolation have generated rapid changes. The ongoing process has revealed no previous preparations to have occurred or principles to have been designed for dealing with unforeseen circumstances in terms of matters ranging from internet infrastructure to technological equipment, digital educational tools, access to content,
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Çetin, Münevver, and İsmail Karsantık. "Current Trends in School Management: School Leadership in Education 4.0." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_9.

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AbstractMeeting the needs of industrial development and reflecting the emerging demands onto the field of education has led to the emergence of Education 4.0 and initiated pedagogical, cultural, and managerial transformation in education in this direction. As a result of this transformation, macroscale structures and policies have been replaced by a microscale, web-oriented, local government paradigm. This section discusses current trends in education management and school leadership which are examined in the light of new education and management paradigms. In this direction, the shift in the
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Citraningtyas, Clara Evi C., Isti Purwi Tyas Utami, and Fathiya Nur Rahmi. "Technology and Children’s Books: Digital Talking Books as a Media for Communicating 21st-Century Skills." In Proceedings of 7th ASRES International Conference on Intelligent Technologies. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1912-3_33.

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Chasokela, Doris, and Sibongile Mpofu. "Towards Addressing 21st-Century Digital Transformation Skills." In Building Resiliency in Higher Education. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-5483-4.ch022.

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This chapter examines the challenges faced by students in the twenty-first century with a specific focus on Zimbabwean universities. It explores the changing landscape of education and the skills required for success in the digital age. The chapter highlights the need for a new approach to learning and teaching that incorporates the use of technology and fosters critical thinking, creativity, and collaboration. It also discusses the role of culture and society in shaping students' skill development and proposes strategies for addressing skill gaps.
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Conference papers on the topic "21st century digital skills"

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Ukhova, Nelli, and Ioseb Gabelaia. "A SYSTEMATIC REVIEW AND CLUSTER ANALYSIS OF 21ST-CENTURY SKILLS RELEVANT TO DIGITAL FORMAL LEARNING IN HIGHER EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0509.

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Munandar, Aris, Cahyadi Setiawan, and Oot Hotimah. "Field Study Assessment for Developing 21st-Century Skills." In The International Conference on Humanities Education, Law, and Social Science. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013408300004654.

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Belchior-Rocha, Helena, Rosário Mauritti, João Paiva Monteiro, and Luis Carneiro. "21ST CENTURY SKILLS AND DIGITAL SKILLS, ARE ONE AND THE SAME THING?" In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0831.

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Healy, Sandra, and Olivia Kennedy. "Assessing 21st century digital literacies in Japanese higher education." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16958.

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This study examines how the seven digital learner profiles included in the International Society for Technology in Education (ISTE) standards for students apply to 193 participants in Japan, utilizing a questionnaire developed by Mills and White (2023). These profiles explore a broad range of 21st century digital skills, competencies, and literacies essential for learners to be successful in this digital age, and include both creativity and communication. The results revealed positive identification with the learner profiles (M=3.874). While Japanese learners are often found to lack digital sk
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Demchenko, Yuri, Viktoriya Degeler, Ana Opresu, and Steve Brewer. "Professional and 21st Century Skills for Data Driven Digital Economy." In 2023 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2023. http://dx.doi.org/10.1109/educon54358.2023.10125263.

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Xu, Shun, Harrison Yang, and Sha Zhu. "An Investigation of 21st-Century Digital Skills on Digital Citizenship Among College Students." In 2019 International Symposium on Educational Technology (ISET). IEEE, 2019. http://dx.doi.org/10.1109/iset.2019.00056.

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Burac, Daniela-Giconda, Daniela-Mihaela Neamtu, and Adela Jansen. "THE HUMAN FACTOR IN THE DIGITAL AGE: 21ST CENTURY SKILLS IN ROMANIA." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0221.

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Reikosky, Nora. "Computer Science Education and 21st Century Skills for the New Digital Economy." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2016234.

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Ramli, Nor Fazlin Mohd. "An Analysis of the 21st-Century Digital Literacy Skills Among Malaysian Postgraduates." In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.43.

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Esmaeiligoujar, Salah. "21st-Century Skills Development Through Educational Digital Games: A Systematic Review (Poster 29)." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2107153.

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Reports on the topic "21st century digital skills"

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Carretero Gómez, Stephanie. Skills for Life: Digital Skills. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003126.

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Digital skills are becoming more relevant than ever, because of the digital revolution that we are experiencing in the labor market, but also due to the accelerated needs for them that COVID-19 lockdown measures brought about. There have been efforts to help develop and assess digital skills. Yet, despite these efforts, many people still face difficulties in developing an appropriate level of digital skills. In this brief, I will discuss why digital skills are relevant in the 21st century and what it means. Then, I will explain how we can develop, train, and measure digital skills. Lastly, I w
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Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003368.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy
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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003742.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy
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Desk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5458.

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The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development thro
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Mateo, Mercedes, César Buenadicha, Monserrat Bustelo, et al. 21st Century Skills: Transversal Skills Development in Latin America and the Caribbean. Inter-American Development Bank, 2019. http://dx.doi.org/10.18235/0001574.

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Oviedo, Maria Eugenia. Skills for Life: Measuring 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004712.

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Measuring 21st century skills is one of the most important tasks of education and training systems. Measurement is what allows program managers to evaluate the effectiveness of a particular education program, diagnose the needs of individual students, or assess their development over time. Still, countries in Latin America and the Caribbean and around the world face challenges in this area. Using data from interviews, case studies, and an in-depth literature review, this policy brief evaluates the advantages and disadvantages of different types of assessment tools for measuring 21st century sk
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Petrie, Christopher, Clara García-Millán, and María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003343.

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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 t
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Petrie, Christopher, and Clara García-Millán. Spotlight: 21st Century Skills in Latin America and the Caribbean. HundrED, 2021. http://dx.doi.org/10.58261/jicv5454.

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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. Most everyone can agree that the schools of today are not effectively preparing children for that workforce, but it’s much more difficult to predict what it will actually look like. Instead perhaps we should be focusing on outlining a few key principles that will help people thrive in life no matter what happens. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these
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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent ap
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Menon, Shantanu, and Kushagra Merchant. Quest Alliance: Learning how to learn. Indian School Of Development Management, 2023. http://dx.doi.org/10.58178/2301.1016.

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Quest Alliance began its organizational journey as digital technology was about to unfold sweeping changes in India, including in the areas of education and employment. As if to symbolize its tryst with technology, it is nestled in India’s “silicon valley” city of Bengaluru. Today, it also happens to enjoy the patronage of an enviable list of marquee donors ranging from leaders in the financial services industry and information technology to multilateral development agencies and Indian Government. Over the course of its work with these partners, Quest Alliance has come to serve as an interesti
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