Relevant bibliographies by topics / 21st-Century Skills Developm

Contents

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

Academic literature on the topic '21st-Century Skills Developm'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "21st-Century Skills Developm"

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Ayisha, Ahmadova. "INTERACTIVE GAMES AND SIMULATIONS: NEW PERSPECTIVES IN EDUCATION." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 104 (May 21, 2025): 82–83. https://doi.org/10.5281/zenodo.15480660.

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This article provides a critical examination of the integration of interactive games and simulations into contemporary educational systems, emphasizing their transformative potential in enhancing teaching and learning processes. Game-based learning and gamification have emerged as effective pedagogical approaches that significantly increase learner motivation, engagement, and cognitive retention. In contrast to traditional didactic methods, these approaches promote knowledge acquisition through immersive, learner-centered, and contextually rich environments.Core game mechanics—such as po
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Vista, Alvin. "Data-Driven Identification of Skills for the Future: 21st-Century Skills for the 21st-Century Workforce." SAGE Open 10, no. 2 (2020): 215824402091590. http://dx.doi.org/10.1177/2158244020915904.

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The world is rapidly changing, and the systemic shifts have the potential to affect the nature of work. To prepare the workforce, it is crucial to develop the skills that will be necessary for the unpredictable landscape of the future. Before these skills can be developed, however, they have to be identified and quantified through some form of valuation. It is important that the approach to skills valuation is empirically defensible. This article presents an approach to skills valuation that focuses on the extent to which a skill facilitates occupational transitions as its measure of value. Th
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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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Illene, Sherlin, Selly Feranie, and Parsaoran Siahaan. "Create multiple-choice tests based on experimental activities to assess students' 21st century skills in the heat and heat transfer topic." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 44–57. http://dx.doi.org/10.11591/edulearn.v17i1.20540.

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Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master 21st-century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st-century skills in Indonesia is still very open, with attention being paid to the clarity of the instrument in describing rea
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Sherlin, Illene, Feranie Selly, and Siahaan Parsaoran. "Create multiple-choice tests based on experimental activities to assess students' 21st century skills in heat and heat transfer topic." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 44–57. https://doi.org/10.11591/edulearn.v17i1.20540.

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Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master the 21st century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st century skills in Indonesia is still very open by paying attention to the clarity of the instrument in describing real p
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Mopara, Raphiphan, and Wirot Sanrattana. "Developing Teachers to Develop Students' 21st Century Skills." World Journal of Education 13, no. 3 (2023): 94. http://dx.doi.org/10.5430/wje.v13n3p94.

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The operation in the research project for developing teachers towards enhancing the 21stCentury skills of students was one of the research projects on 21st Century Skills. It was a research operation that was based on the advancement of digital technology and a knowledge-based society in the 21st Century. Various international perspectives on developing the 21st century skills of students, which had been presented by experts, were gathered utilizing Research and Development methodology, with the aim of creating educational innovations that can be used to empower teachers' learning and subseque
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Lailatul Alifah and Sukartono. "Integration of 21st Century Skills in Thematic Learning in Elementary School." Jurnal Ilmiah Sekolah Dasar 7, no. 1 (2023): 168–75. http://dx.doi.org/10.23887/jisd.v7i1.55050.

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The challenges of the 21st century require students to be responsive to advances in science and technology. Students need to prepare 21st century skills known as 4C (Critical Thinking, Communication, Collaborative, and Creativity). So that in learning there needs to be integration of 21st century skills combined with thematic learning. This study aims to analyse the integration of 21st century skills in thematic learning in elementary schools. This type of research uses a qualitative descriptive approach. The subjects of this study were teachers and third grade students. Data collection techni
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Priyana, Joko. "ADAPTING LEARNING MATERIALS TO FACILITATE A BALANCED ACQUISITION OF LANGUAGE SKILLS, VALUES, AND 21ST CENTURY SKILLS." Diksi 27, no. 2 (2019): 143–49. http://dx.doi.org/10.21831/diksi.v27i2.29036.

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(Title: Adapting Learning Materials To Facilitate A Balanced Acquisition Of Language Skills, Values, And 21st Century Skills). English language teaching in the Indonesian schools aims to develop the students’ four language skills (listening, speaking, reading, and writing) in the target language and promote the acquisition of values and 21st century skills (critical thinking, creativity, collaboration, and communication). The learning materials published by the government and publishers available in the market generally focus on the development of the student’s language skills and values. Henc
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Zhou, Longjun. "How to Develop 21st Century Skills in Students: The Role of LEGO Education." Science Insights Education Frontiers 15, no. 2 (2023): 2281–83. http://dx.doi.org/10.15354/sief.23.co066.

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The concept of “21st century skills” emerged in response to the challenges of the modern era. The Partnership for 21st Century Skills (P21) was a pioneering force in this movement and developed the Framework for 21st Century Learning in the early 2000s (Shi et al., 2016). In 2012, the U.S. National Research Council issued a report titled Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, which marked a new direction for educational reform and development in the U.S. and provided valuable insights for nations worldwide. The report identified three dom
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Pardayev, Bakhtiyor A., and Mirolim I. Khudoiberdiyev. "TO DEVELOP THE SKILLS AND COMPETENCIES OF WATERCOLORS FOR FUTURE TEACHERS OF FINE ARTS." CURRENT RESEARCH JOURNAL OF HISTORY 03, no. 02 (2022): 18–25. http://dx.doi.org/10.37547/history-crjh-03-02-04.

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Watercolor is a Latin word that means water-based paint, as well as watercolor painting. Watercolor was widely used in ancient Egypt, Japan, and from the 21st century the work of major works of art in watercolor is highly developed. Working with watercolors was developed in England a century and a half ago. The following is a description of the origin and processing technology of watercolors.
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Dissertations / Theses on the topic "21st-Century Skills Developm"

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Bernier, Andrew N. "Designing a Systems Based Curriculum to Develop 21st Century Sustainability Literacy and Communication Skills." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714364.

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<p> With increasing uncertainty regarding the health of natural ecosystems susceptible to climate change, a growing and diversifying human population is continuing to strain the sustainability of natural resources. How is society to prepare a future citizenry in the age of information and technology to lead though unforeseen sustainability challenges while still using education methods designed for the age of industrialization? In this dissertation, the author proposes a dramatic shift in the intent of curriculum design, arguing to achieve a society competent in sustainability, the traditional
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Peacock, Maria Natasha. "Is constructivism a prerequisite to unlock the power of web based platforms in teacher training? : A case study on the enablers for web based learning platforms for teacher training in Cambodia." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-87491.

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This case study, executed in school network driven by a private foundation for underprivileged children in Cambodia, provides a perspective from a unique situation of technology enablement in an environment with a predominantly instructivist teaching tradition.   The said environment is strongly influenced by private sector donors with strong constructivist traditions and expectations. The environment is thus unique in the sense that a relatively asset rich environment, with expectations of 21st century pedagogical skills, is transported into an asset poor environment that was/is strongly root
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Books on the topic "21st-Century Skills Developm"

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Higherorder Thinking Skills To Develop 21st Century Learners. Shell Education Pub, 2011.

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Higher-Order Thinking Skills to Develop 21st Century Learners. Shell Educational Publishing, 2011.

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Klafehn, Jennifer. Cross-Cultural Competence as a 21st Century Skill. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0004.

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Cross-cultural competence (3C) is one 21st century skill that employers have deemed important for employees to develop prior to entering the workforce. Despite the relevance of 3C to pre-professional populations, however, research in this area has primarily focused on the influence of 3C as it pertains to professional populations, such as expatriates and the military, for whom cross-cultural performance plays a critical role. Similarly, research exploring the development of 3C has been directed almost exclusively toward validating the effectiveness of interventions, many of which are implement
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Fout & Ready Fleisher. 21st Century Writing: An Accelerated Program to Help Students Develop Their Writing Skills. Teaching & Learning Company, 2003.

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Lehman, Katharine B., and Lori E. Donovan. Power Researchers. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400699832.

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This book presents a proven year-long program to boost student productivity and train high school library aides while offering services to all patrons of the school library. Power Researchers: Transforming Student Library Aides Into Action Learners is a unique practical guide for high school librarians to use in developing a curriculum for student library aides that expands their knowledge, develops literature appreciation, and models 21st-century teaching skills. Authors Lehman and Donovan—both experienced high school librarians—explain how to get maximum results from their proven "learn by d
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Carroll, Joyce Armstrong, Edward E. Wilson, and New Jersey Writing Project. Four by Four. ABC-CLIO, LLC, 2012. http://dx.doi.org/10.5040/9798400653346.

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Geared toward English and social studies teachers as well as school librarians, this book provides a clear and concise way to approach the teaching of persuasive writing—and to develop the skills students need to excel on high stakes tests as well. In Four by Four: Practical Methods for Writing Persuasively, well-known authors and teachers of writing Joyce Armstrong Carroll and Edward E. Wilson provide a practical guide to teaching students how to write persuasively. Organized in four chapters, each containing four sections, the text opens with a history of rhetoric that serves as a logical pr
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Farwell, Sybil M., and Nancy L. Teger. Supporting Reading in Grades 6–12. ABC-CLIO, LLC, 2012. http://dx.doi.org/10.5040/9798216021513.

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This book presents a curricular framework for students grades 6–12 that school librarians and teachers can use collaboratively to enhance reading skill development, promote literature appreciation, and motivate young people to incorporate reading into their lives, beyond the required schoolwork. Supporting Reading Grades 6–12: A Guideaddresses head-on the disturbing trend of declining leisure reading among students and demonstrates how school librarians can contribute to the development of lifelong reading habits as well as improve students' motivation and test scores. The book provides a comp
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Abrahams, Frank. Critical Pedagogy as Choral Pedagogy. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.1.

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In this chapter, the author suggests that choral directors use the tenets of critical pedagogy as the framework for the choral experience, a shift in traditional choral pedagogies. The chapter explores the roots of critical pedagogy. In particular it discusses the ways an approach grounded in critical pedagogy might remedy issues of the inappropriate uses of power, the marginalization of singers, and hegemonic practices in school politics. The text suggests rehearsal strategies and explains techniques of reciprocal teaching to better connect the ways singers engage with music and in the proces
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Ivers, Karen S., and Ann E. Barron. Digital Content Creation in Schools. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400640568.

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Discover how digital content creation supports 21st-century learning, providing new insights into organizing, synthesizing, and evaluating information. This practical guide will make it easy for you to engage your students through this powerful communications medium. Digital content creation supports the Common Core State Standards (CCSS) and 21st-century learning skills by helping students use their knowledge to analyze, create, solve problems, communicate, collaborate, and innovate. This update of the popular Multimedia Projects in Education, Fourth Edition emphasizes digital content creatio
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Winner, Ellen. An Uneasy Guest in the Schoolhouse. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190061289.001.0001.

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An Uneasy Guest recounts how art education has been conceptualized, justified, and taught in the United States while all the time being a marginalized and vulnerable presence in our schools. The teaching of art has often been justified in terms non-art outcomes. In the 19th century children dutifully copied, line by line, pictures given to them by their teachers; the goal was to develop drawing skills for industry. In the first part of the 20th century, with the rise of John Dewey-inspired progressive classrooms, children were encouraged to express themselves freely; now the goal was to nurtur
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Book chapters on the topic "21st-Century Skills Developm"

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Jacobs, Ryleigh, Catherine Pitcher, Richa Gupta, and Rinesa Deshishku. "Multi-skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning." In Education to Build Back Better. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_2.

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AbstractThis chapter examines the Multi-Skill Foundation Course (MSFC), a vocational course conceived by grassroots NGO Vigyan Ashram, and further developed, replicated, and scaled up by Lend-A-Hand India (LAHI) since 2005. In collaboration with the State Government of Maharashtra, the course has been recognized under the National Skills Qualification Framework (NSQF)) and adopted by more than 600 secondary schools across India. The purpose of MSFC is to promote employability, enhance student retention and increase the appreciation for vocational skills by uniquely intersecting vocational skil
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Sahin, Alpaslan. "How does The STEM SOS Model Help Students Acquire and Develop 21st Century skills." In A Practice-based Model of STEM Teaching. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-019-2_13.

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Mann, Jeff, Tonia Gray, and Son Truong. "Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies." In High-Quality Outdoor Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_12.

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AbstractIn this century characterised by rapid change and unprecedented challenges, most education systems have acknowledged the importance of developing interpersonal and intrapersonal skills alongside technical knowledge. This chapter describes how two approaches to outdoor learning develop these 21st century competencies, through the lens of experiential education. Outdoor Adventure Education is an established pedagogical vehicle for developing psycho-social skills. Learning Outside the Classroom is a rising movement of teaching subject content while simultaneously promoting interpersonal,
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Burlin, Lorella, Giordano Casonato, Massimo Saccardi, and Michele Moro. "Why Educational Robotics May Support Teachers to Discover, to Develop and to Promote Students’ Talent: The GIF4T Approach." In Education in & with Robotics to Foster 21st-Century Skills. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77022-8_2.

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Talib, Mohammad. "Does Religious Education Have a Future in 21th Century? An Anthropologist on the Continued Relevance of Islamic Education." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_6.

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AbstractThis article argues the Islamic education of the past to have a future in contemporary times. The faith-based resources the educational tradition provides have the potential to reconnect the moral and professional sides of education for various productive roles in modern society. In the contemporary scenario where moral conduct and professional-occupational performance are disunited both conceptually and institutionally, Islamic education faces a challenge to its own relevance. The paper attempts to correct the stereotyping of Islamic education by drawing examples from varied contexts
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Brassard, Leah, Julie Mueller, Karin Archer, and Emily Krysten Spencer-Mueller. "Learning to Teach Global Competencies in a Transforming Digital World." In Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6967-2.ch003.

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In our globally connected, ever-changing society, the ability to adapt to new environments and technologies can greatly enhance success. In Canada,“21st century skills” are being prioritized in the education system so that young children can develop skills to thrive in our technologically advanced world. However, current teaching practices do not always appear to include 21st century skills in the curriculum. This chapter seeks to examine Canadian university Bachelor of Education programs to gather information about where, and how often, 21st century skill training occurs in pre-service teache
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Galarneau, Lisa, and Melanie Zibit. "Online Games for 21st Century Skills." In Handbook of Research on Effective Electronic Gaming in Education. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch081.

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20th century visionaries foresaw that mastery of the dynamic processes underpinning the acquisition and manipulation of knowledge would be critical in the 21st century. Formal educational systems have not yet changed to facilitate the development of these necessary capabilities, and so people of all ages are developing them through a variety of digitally mediated mechanisms. Online games offer one area in which to examine patterns of spontaneously occurring phenomena that represent the natural development of such capabilities. This chapter reviews the character of, and need for, 21st century s
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Patel, Fay, Fadhliyansah Saipul, and Regina Chan. "Enhancing the 21st Century Learning Experience." In Student-Driven Learning Strategies for the 21st Century Classroom. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1689-7.ch011.

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Higher education institutions have made considerable effort to develop generic centrally based and course integrated learning skills intervention programs to enhance student learning. Various student learning skills development interventions have been implemented in the global learning space to respond to the diverse learning needs of undergraduate and postgraduate learners. The existing learning skills development framework was expanded to include the newly introduced Peer Assisted Study Sessions (PASS) to enable learners to learn effectively. The authors present an overview of the PASS progr
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Lopez, Carlos. "Community Colleges and Workforce Preparation in the 21st Century." In Community Colleges and Workforce Preparation in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4123-4.ch006.

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This chapter addresses the modern trend in community colleges and their evolving mission to serve as one of the significant contributors to workforce development in our nation. There are many challenges community colleges face today. One of those challenges is to be one of the main suppliers of skilled professionals for the workforce. Therefore, it is crucial to understand the role of community colleges, their mission, and how they will develop programs to train people with the necessary skills to meet the demands of the workforce. For community colleges to achieve that goal, they have to go f
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Haipinge, Erkkie, and Leila Goosen. "Exploring Educators' Pedagogical Capabilities to Develop University Students' 21st Century Skills." In Navigating Computer Science Education in the 21st Century. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1066-3.ch001.

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The purpose of the study reported on in this chapter is exploring the pedagogical capabilities of educators at a university in Namibia to develop the 21st century skills of undergraduate tertiary students within a digital learning environment. Against the background of navigating computer science education in the 21st century, the chapter will discuss e.g., self-directed learning, game- and problem-based learning, as well as blended and online teaching and learning. One of the objectives of the study centers on developing a framework around the fully online learning community model and differe
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Conference papers on the topic "21st-Century Skills Developm"

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O'Lawrence, Henry. "The Worforce for the 21st Century." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3655.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: In today’s changing economy, economic growth depends on career and technical programs for skill training. Background: This study discusses the key area in promoting individual learning and skill training and discusses the importance of career education and training as a way of promoting economic growth. Methodology: This study uses a qualitative study approach to investigate and report on the status and influence of Workforce Education and Development and its ec
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Mahpudz, Asep, Jamaludin, and Anthonius Palimbong. "Tolerance Learning to Develop Students Social Skills in the 21st Century." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.022.

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Hsu, Hsiao-Ping. "Creating Virtual Reality Artifacts to Develop 21st Century Skills and Environmental Literacy." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1442738.

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Jimenez, David. "Leadership skills assessment in technical-vocational institution management." In Employment, Education and Entrepreneurship 2024. Faculty of Business Economics and Entrepreneurship, 2024. https://doi.org/10.5937/eee24015j.

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With numerous challenges for leaders of educational institutions, it is important to identify and develop the necessary skills for a leader to bring one's organization to fulfill its mission, vision and objectives for success. This study identified which among the 21st century leadership skills are expected to be had by educational leaders as perceived by their subordinates. Faculty members and staff were asked to rate 21st century leadership skills of educational leaders in general and specific to their own management. All 21st century leadership skills, as well as identified culturally conte
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Piniuta, Iryna. "Technology Based Activities to Develop 21st Century Skills in the Foreign Language Classroom." In ICEIT 2019: 2019 8th International Conference on Educational and Information Technology. ACM, 2019. http://dx.doi.org/10.1145/3318396.3318404.

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Hakim, Luki, Yayu Sulatri, Achmad Mudrikah, and Deti Ahmatika. "STEM Project-Based Learning Models in Learning Mathematics to Develop 21st Century Skills." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2281357.

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Ornellas, Adriana. "Defining a taxonomy of employability skills for 21st-century higher education graduates." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8197.

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This paper aims to discuss the theoretical development and the practical validation of a taxonomy of skills for boosting new graduates employability at Higher Education Institutions (HEI). The taxonomy was developed within the framework of the project Skill Up: Matching graduates' skills and labour world demands through authentic learning scenario. The project, funded by the Erasmus+ programme of the European Union, is a strategic partneship in the field of Higher Education (HE) that involves six partners (four universities, a VET school and an employer representative) from three European coun
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Siddique, Zahed, Jitesh Panchal, Dirk Schaefer, Sammy Haroon, Janet K. Allen, and Farrokh Mistree. "Competencies for Innovating in the 21st Century." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71170.

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This is the first paper in a four-part series focused on a competency-based approach for personalized education in a group setting. In this paper, we focus on identifying the competencies and meta-competencies required for the 21st century engineers. These competencies are the ability to be able perform a specific task, action or function successfully. In the second paper, we provide an overview of an approach to developing competencies needed for the fast changing world and allowing the students to be in charge of their own learning. The approach fosters “learning how to learn” in a collabora
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Fitriyanti. "Literature Study Use of Learning Methods to Develop 21st-Century Skills in Accounting Learning." In 3rd Sriwijaya University International Conference on Learning and Education. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009994000002499.

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and t
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Reports on the topic "21st-Century Skills Developm"

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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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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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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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Chow, Jia Yi, Sock Miang Teo-Koh, Clara Wee Keat Tan, et al. Nonlinear pedagogy and its relevance for the new PE curriculum. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22686.

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Increasingly, school teachers see the need to recognize the complex and dynamic interactions that occur between the individual, task and environmental constraints during learning. Nonlinear Pedagogy (NP), underpinned by Ecological Dynamics, provides a suitable pedagogical approach to encourage exploratory learning amongst children that is learner-centred and exploratory in nature. This approach is in contrast to a more traditional form of Linear Pedagogy (LP) that is teacher-centred and emphasises repetition in practices to promote movement form consistency in enhancing the acquisition of move
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Green, Crystal, Clara Garcia-Millan, Jonathan Frederick, and Alicia Lucendo Noriega. HundrED Global Collection 2023. HundrED, 2022. http://dx.doi.org/10.58261/lzbs8814.

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The year 2022 has been a year to look to the future, as the global education conversation moves again toward themes of education transformation and the futures of education. The 100 innovations selected for this year’s global collection are impacting the lives of over 95 million students worldwide. The collection highlights the important role of teachers in education innovation; the continued need for students to develop 21st century skills, including social and emotional learning; an increasing focus on student wellbeing and mental health; and equity in education.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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