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1
Sethakul, Panarit, and Nattakant Utakrit. "Challenges and Future Trends for Thai Education: Conceptual Framework into Action." International Journal of Engineering Pedagogy (iJEP) 9, no. 2 (2019): 8. http://dx.doi.org/10.3991/ijep.v9i2.10220.
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The challenges and future trends in Thailand in the 21st century are considered from several factors. These include the revolution of Thailand 4.0, digital revolution, 2030 Agenda for the United Nations Sustainable Development Goal 4 (SDG 4) in Quality Education, ASEAN Economic Community (AEC) preparations, workforce’s need, middle-income gap, population aging, deterioration of natural resources due to unsustainable economic growth, and educational quality and management system development. The Office of Education Council proposes a development paradigm shift in the education of Thailand 4.0 toward the 21st century. The primary focus of a new 20-year plan, announced in the National Scheme of Education B.E. 2560-2579 (2017-2036) [1], provides a national capacity building framework into action, regarding educational management, educational opportunity, educational quality, instructional effectiveness, the administration of educational institutions, budget management, and educational development in the competitive era.
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MOKLYAK, V., and S. TARIELKO. "CONCEPT AND CONTENT OF EDUCATIONAL PARADIGM." Pedagogical Sciences, no. 81 (October 20, 2023): 148–54. http://dx.doi.org/10.33989/2524-2474.2023.81.289409.
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It was determined that the educational paradigm is a fundamental aspect of educational practice, which forms the way of thinking, structuring and evaluating education. Research has shown that different paradigms have a significant impact on student learning outcomes, highlighting the importance of adopting a more learner-centered and constructivist approach to education.Enshrining educational paradigms in law has been found to be essential to ensuring that education meets desired goals and outcomes. By implementing the desired paradigm in curriculum, teacher training and development, assessment, and resourcing, policymakers can create a more effective and meaningful educational experience for students.Arguments are given in favor of the fact that the development of educational programs is one of the ways of introducing educational paradigms into laws. The curriculum is the foundation of education and it determines what students learn and how they learn it. By incorporating a particular educational paradigm into the curriculum, policymakers can ensure that teachers provide education that is consistent with the desired paradigm.The current educational paradigm in the European Union is considered, which emphasizes the importance of providing high-quality, relevant, and inclusive education and training that prepares students for active participation in society and the workforce. The EU's focus on key competencies and lifelong learning reflects a wider shift in educational paradigms towards more learner-centered, flexible, and personalized approaches to learning that emphasize the development of 21st-century skills.The relationship between educational paradigms and educational programs is analyzed. They have been found to be closely related concepts that together shape the way learning is conceived, structured, and evaluated. The educational paradigm defines the goals and outcomes, content, and structure, as well as methods and strategies used in the educational program. By understanding the relationship between these two concepts, educators c an d esign m ore e ffective and meaningful educational programs that fit their educational paradigm.
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War, Hunphylla. "21st Century Skills and Goals of Education." Spectrum: Humanities, Social Sciences and Management 6, no. 1 (2019): 39–48. http://dx.doi.org/10.54290/spectrum/2019.v6.2.0004.
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The 21st century is characterised by rapid technological advancement, an explosion of knowledge and information, competition, innovation and evolution. These developments are undoubtedly influencing education. The students learning needs are very different today from what they were at the turn of the century. The old model of content delivery is no longer relevant in the world of instant access. We are living through an educational evolution and the pace of change is staggering. Education should make big changes by using modern technologies and personalising technologies to engage students in diverse and creative ways. The demands of the 21st Century require education to redefine the experience of students and teachers. Education needs to make an instructional shift to ensure our students succeed as innovators of the future. A paradigm shift from teachers covering the syllabus to students uncovering and discovering it themselves has called for the development of 21st century skills in education. This paper explores 21st century skills and the methods that allow students to enhance these skills. This paper highlights the goals of education in the context of the 21st century. Policymakers in education must seriously consider incorporating the 21st century skills without losing sight of the purpose of education that is to open up the mind of the students and to prepare them to face the world.
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Sailaja, S. V., A. M. N. Kashyap, T. Sarada, and Rashda Rahman. "Empowering Education: The Millennial-Driven Paradigm of Learner-Centric Pedagogy." Edutechnium Journal of Educational Technology 2, no. 1 (2023): 8–16. https://doi.org/10.71365/edujet.v2i1.40.
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In the ever-evolving landscape of education, the emergence of the millennial generation has catalyzed a transformative shift towards learner-centric pedagogy. This paradigmatic evolution recognizes the unique needs, preferences, and characteristics of millennial learners, fostering an educational environment that places them at the center of the learning process. This abstract explores the key elements and justifications for adopting a millennial-driven approach to education. It examines the role of technology, individualized learning paths, collaborative learning experiences, and the empowerment of students as active agents in their educational journeys. By delving into these components, this abstract elucidates the rationale behind embracing this progressive educational model, offering insights into how it empowers both learners and educators to thrive in the 21st-century educational landscape.
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Dokbisa, PADUNG, Leonard, TALI, Dashe Jonah, GYOT, Bitrus Dambo, Fr PODOS, Nengak, and LUKA, Caleb Mbwas. "Initiating a Paradigm Shift in Secondary School Curriculum in Nigeria for Youth Empowerment and Job Creation in the 21st Century." International Journal of Research and Innovation in Social Science IX, no. III (2025): 4514–20. https://doi.org/10.47772/ijriss.2025.90300360.
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In recent times, there has been increasing global concern over the continuously expanded rate of unemployment around the world, particularly in most developing countries, where the youths have been identified as the most affected groups. This is as a result of the government and its stakeholder’s inability to give education the desired attention. Sound education equips youths to challenge the status quo and proffer better alternatives as the way out of the present economic quagmire. It is argued that a new paradigm shift is needed in the area of school curriculum to lead the way to reform present practices; it has to be analyzed occasionally to create a scope that will encompass new disciplines and areas to make it appropriate to the prevailing situation. The task of producing skilled human resource development for youth empowerment, and job creation in society lies with the quality of our school curriculum. The effectiveness of the school curriculum depends on how lots the school is fulfilling the needs of the learners, the society, and the educational objectives. This paper offers; the concept of the paradigm shift, why paradigm shift in the secondary school curriculum, the concept of youth empowerment and job creation, the benefits of paradigm shift in the secondary school curriculum, challenges to the paradigm shift in secondary school curriculum, conclusion and recommendations proffered as part of initiating a paradigm shift in secondary school curriculum in Nigeria for youth empowerment and job creation in the 21st century.
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Tian, Yiran. "Exploration of Core Literacy from the Perspective of Educational System." Region - Educational Research and Reviews 6, no. 8 (2024): 197. http://dx.doi.org/10.32629/rerr.v6i8.2520.
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Core literacy is not only the embodiment of the educational goals of the 21st century, but also the "paradigm shift" of the educational goal system in the context of the information society, knowledge economy, lifelong learning and globalization. The reform of the education system triggered by core literacy is multi-dimensional, including the change of thinking mode, the adjustment of system hierarchy, and the adjustment of content and structure. Therefore, the reform of the education system provides an effective research perspective for us to deeply understand the concept of core literacy.
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Zami Atibuni, Dennis, Deborah Manyiraho, and Agnes Nabitula Nabitula. "A Fourth Industrial Revolution Paradigm Shift in Teacher Education?" International Journal of African Higher Education 9, no. 2 (2022): 1–21. http://dx.doi.org/10.6017/ijahe.v9i2.15365.
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This article explores the plausibility of shifting from the instruction paradigm to the learning paradigm in order to prepare teachers to meet the needs of 21st century learners within the fourth industrial revolution (4IR). While the instruction paradigm is dominated by teacher-centred instructional strategies, a shift to the learning paradigm would require teacher training institutions to prepare teachers who will facilitate the teaching/learning process through interactive strategies, that is, teachers who are ‘meddlers in the middle’, who create puzzling situations and work alongside students to construct knowledge. Key aspects of such a shift include training institutions’ mission and purpose, criteria for the institutional and personal success of teacher trainers and trainees, teaching/learning structures within institutions, learning theory, productivity, funding, and the nature of educational stakeholders’ roles. In line with the dictates of the 4IR, training institutions should cultivate versatility to continuously identify, develop, test, implement, and assess effective learning technologies. In turn, their graduates should value learning as a continuous process for themselves, their learners, and their institutions.
 Key words: Fourth industrial revolution, paradigm shift, teacher training, instruction paradigm, learning paradigm
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Elrayies, Ghada Mohammad. "Flipped Learning as a Paradigm Shift in Architectural Education." International Education Studies 10, no. 1 (2016): 93. http://dx.doi.org/10.5539/ies.v10n1p93.
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The target of Education for Sustainable Development is to make people creative and lifelong learners. Over the past years, architectural education has faced challenges of embedding innovation and creativity into its programs. That calls the graduates to be more skilled in the human dimensions of professional practice. So, architectural education has a great role in developing students’ skills and attitudes needed for professional practice and in fostering continued learning throughout the lifetime. Architectural education that establishes a base for lifelong learning is the best way to face global challenges of the 21st century. More effective methods are needed in introducing lecture-based courses in architectural education to meet the 21st century proper skills. Lecture-based courses are often associated with teacher-centered method that inhibits the possibility to apply such skills. This paper suggests applying the concept of Flipped Learning that stands on active learning and its related pedagogy; Problem-Based Learning. The paper aims to; 1) draw a clear vision of flipped learning relying on its pillars; pedagogy, technology, and space, 2) investigate the challenges face such concept and the opportunities, 3) explore the mechanism of the Problem-Based Learning pedagogy, 4) review the previous promulgated literature of applying PBL within the framework of FL on LBCs in the architectural curriculum, and 5) apply Problem-Based Learning pedagogy on Lighting and Acoustics as a lecture-based course. The paper concludes by; establishing a conceptual approach for the flipped classroom environment, and devising a proposal of Lighting and Acoustics course in a framework of Problem-Based Learning pedagogy.
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Dimitra, Mitsiou. "The flipped classroom learning model as a means for acquiring the 21st century skills." Journal of Contemporary Education Theory & Research 3, no. 2 (2019): 16–23. https://doi.org/10.5281/zenodo.3635032.
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<em>In a knowledge based economy students are expected to acquire a certain set of skills that will enable them to have a positive impact in society. The 21<sup>st </sup>century skills are considered to be the answer to their social and professional inclusion and education plays a key role in providing students with the opportunity to develop these skills. To address the challenges of the future, educational frameworks need to be redesigned so that they can cultivate this set of skills. The advancement of technologies can contribute to the realization of an educational paradigm shift while the teachers’ role in the learning process remains fundamental. The flipped classroom is a new learning model where the learning activities inside and outside the classroom are rearranged. Several studies have indicated that flipping the classroom promotes the cultivation of the 21<sup>st</sup> century skills, such as critical thinking, creativity, metacognition, problem solving, collaboration, motivation, self-efficacy, conscientiousness, grit and perseverance. On the other hand this pedagogical approach could be quite challenging since it presents many barriers that need to be removed so that the method can deliver the desirable learning outcomes.</em>
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Sidikova, Dinara Alibekovna, and Inessa Vyacheslavovna Morkhova. "METHODOLOGICAL ASPECTS OF STRATEGIC ALLIANCES OF THE EDUCATIONAL PROCESS." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 1672–74. https://doi.org/10.5281/zenodo.15572158.
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The increasing complexity of educational demands in the 21st century has led to a paradigm shift toward collaborative models and cross-institutional cooperation. Strategic alliances in education refer to formal partnerships between universities, industries, governments, and other stakeholders aimed at optimizing resources, enhancing learning outcomes, and fostering innovation. This article explores the methodological aspects of forming and sustaining such alliances within the educational process. It focuses on the design, implementation, evaluation, and sustainability of alliances, with an emphasis on systems thinking, stakeholder engagement, and adaptive governance. The study highlights how methodological rigor in alliance formation can strengthen institutional resilience and academic relevance in a globally competitive educational landscape.
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K.Lakshmi, Priya, and S. Meena Priyadarshini Dr. "Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning." Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning 9, no. 1 (2024): 569–91. https://doi.org/10.36993/ RJOE.2024.9.1.591.
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In today's rapidly evolving educational landscape, the role of teachers as transformative agents is more crucial than ever. This research delves into the theme of "Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning." This study explores the intricate links between transformative pedagogy and the development of innovative teacher identity, which plays a pivotal role in shaping the landscape of 21st-century education. Transformative pedagogy represents a paradigm shift in education, moving from traditional teacher-centered approaches to learnercentered practices. It prioritizes active engagement, critical thinking, and reflection, empowering students to become agents of their learning journey. By adopting a transformative pedagogical framework, educators strive to cultivate students' intellectual curiosity, social consciousness, and creativity, preparing them to navigate an ever-changing global landscape.
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Mahendra, Yoga, Galuh Mulyawan, and Vina Karina Putri. "TRANSFORMASI PEMBELAJARAN SOSIOLOGI: PERAN KETERAMPILAN 4C DI ABAD KE-21." P2M STKIP Siliwangi 10, no. 2 (2023): 120–31. http://dx.doi.org/10.22460/p2m.v10i2.4188.
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The development of education and the transformation of 21st-century learning have influenced the shift in the educational paradigm in preparing learners who are adaptable to the challenges of the times. Unlike other scientific fields, especially sociology, which aims to explore various events or phenomena that emerge in society. Therefore, this article aims to critically examine the transformation of sociology learning through the role of the 4C skills in the 21st century. This research employs a qualitative method with a descriptive analysis approach and gathers information through literature review. The research findings indicate that the role of the 4C skills in the 21st century can be considered an alternative in sociology learning, which can be internalized by changing the conventional "teacher-centric" teaching model to a "student-centric" one. The teaching models referred to include project-based learning, problem-based learning, inquiry learning, and discovery learning, by applying Critical Thinking, Communication, Collaboration, and Creative skills.
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Ghosh, Soumen, and C. Siva Sankar. "Outcome-Based Teacher Education: A New Era in Teacher Preparation." Journal of Quality in Education 15, no. 25 (2025): 36–54. https://doi.org/10.37870/joqie.v15i25.461.
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This study aimed to analyse the emergence of Outcome-Based Teacher Education (OBTE) as a paradigm shift in the way teachers are prepared for modern classrooms. This study indicates that OBTE is a special and efficient way to help teachers adopt best practices and meet the learning objectives of trainees. The OBE program contrasts with the traditional educational approach, prioritising mastery of content over skill mastery. In the ongoing teaching-learning phases of the 21st century, students or teachers must become proficient in the curriculum and its contents, and this can be accomplished by using the OBTE approach rather than the traditional strategy. This innovative approach offered a novel perspective on the important transaction of teaching-learning and performance by ensuring that teachers are prepared to teach and meet the ever-changing demands of 21st century education. This study revealed that OBTE ensures that teachers are knowledgeable, skilled, adaptable, and capable of meeting the demands of 21st century education systems.
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Imelda, Imelda, Baktiar Nasution, Erfan Hasmin, Nurul Aini, and Charisal Matsen A Manu. "Pedagogical Evolution: The Curriculum Revolution As A Pinnacle Transformation Unveiling Unprecedented Innovation In Indonesia's Educational Fabric." IJGIE (International Journal of Graduate of Islamic Education) 4, no. 2 (2023): 399–411. http://dx.doi.org/10.37567/ijgie.v4i2.2588.
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The Curriculum Revolution in Indonesian education marks a paradigm shift, steering from conventional pedagogical norms toward innovative, student-centric approaches. This comprehensive review navigates through the revolution's theoretical foundations, interdisciplinary methodologies, and transformative impacts. Embracing pedagogical theories, the revolution challenges established norms, fostering dynamic and adaptive learning environments. Interdisciplinary approaches and avant-garde methodologies transcend disciplinary boundaries, preparing learners for the complexities of the 21st century. The revolution empowers learners as proactive contributors, cultivating curiosity and resilience within an ecosystem that promotes positive societal change. Challenges, opportunities, and lessons learned are examined, providing insights for future educational innovations. This exploration extends beyond Indonesia, influencing global educational discourse. The Curriculum Revolution is a beacon, redefining education's role in shaping forward-thinking individuals and contributing to a transformative future.
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Levitt, Greg, and Steven Grubaugh. "Genius Hour And AI: Enhancing Creativity In K-12 Social Studies." International Journal of Social Sciences and Humanities Invention 11, no. 11 (2024): 8340–46. http://dx.doi.org/10.18535/ijsshi/v11i11.05.
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The rapid advancement of artificial intelligence (AI) necessitates an educational paradigm shift that emphasizes creativity, critical thinking, and innovation. This paper explores the implementation of Genius Hour in K-12 Social Studies as a means to foster these essential skills. By allowing students to engage in inquiry-based, student-directed learning, Genius Hour aligns with 21st-century educational goals and prepares students for future academic and civic endeavors. The paper discusses the benefits, implementation strategies, challenges, and methods for measuring the success of Genius Hour, concluding with a call to action for educators to adopt this transformative approach.
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Hwami, Evelyn. "FOSTERING CREATIVE LEADERSHIP ABILITIES IN ZIMBABWEAN TEACHER EDUCATION THROUGH 21ST CENTURY ASSESSMENT PRACTICES." Education. Innovation. Diversity. 2, no. 9 (2024): 17–26. https://doi.org/10.17770/eid2024.2.8246.
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Within the framework of Zimbabwean teacher education, this research project intends to explore the function of 21st century assessment procedures in nurturing and augmenting creative leadership abilities. Educators must cultivate inventive leadership abilities to effectively navigate the unparalleled obstacles of the technologically advanced 21st- century. Given the speed at which technology is developing and the dynamic needs of the global labour market, educational systems must ensure that aspiring educators possess the knowledge and abilities needed to lead and innovate in the classroom. Pre-service teachers in Zimbabwean teachers' colleges must acquire creative leadership abilities to be prepared for their future roles.to become instructors who are revolutionary and successful. The capacity to introduce a novel approach, service, idea, referred is an innovative leadership quality. Interviews, observations, and document analysis were research instruments used in this interpretive case study to collect data from pre-service teachers and teacher educators at a Zimbabwean Teacher College. The participants were chosen on purpose. The education system in Zimbabwe is results-driven and exam-oriented, according to research findings., Assessments of learning which encourage memorization and concept repetition are emphasised instead of transformative assessment. Recommendations call for a paradigm shift in curriculum, pedagogy, and assessment practices in teacher education. commendations call for a paradigm shift in curriculum, pedagogy and assessment practices in Teacher education.
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Iyoha, Daniel, Ugonwa Felicia Umeh, and Zorte Nbogana Maamaa. "Revamping Business Education Needs to Meet 21st Century Reality the Future of Business Education in Nigeria." International Journal of Education, Teaching, and Social Sciences 3, no. 1 (2023): 1–12. http://dx.doi.org/10.47747/ijets.v3i1.844.
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Since 21st century began over two decades ago, there seems to be a paradigm shift in educational values across the globe. This has left us with the options of either to swim or sink. In order not to sink, educational systems of most countries of the world began to rethink educational practices in order to remain relevant in this knowledge economy and communication technology driven age. Up to the advent of the twenty-first century, education systems around the world concentrated on training their students to simply acquire content and knowledge. Students were therefore seen as needing to learn reading and numerical skills in order to acquire content and information. But more recently, information and knowledge have become widely available and simple to obtain because of advances in technology and communication. Business education has been thought to be an instructional model that instills in its client the necessary applicable skills, talents, and competencies for independence. Even though these abilities are still vital and relevant, but are no more enough to keep degree holders employed in the volatile and competitive economy. As a result, there is a massive disparity between the information and expertise that students gain in university and those that they would need succeed in quintessential 21st century cultures and organizations. It is necessary to modify toward offering learners a set of abilities that depended not just on intellect but on all interrelatedness of mental, behavioral, and affective traits if we are to react appropriately to these contemporary innovation, target audience, and cultural transformations. In considering this, the paper examined the concepts of 21st century education, 21st century learning objectives, the concept of business education, and the communication technological skills in 21st century required of graduates. Also, conclusions and key recommendations were offered.
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Prananda, Gingga, Loso Judijanto, Nur Atikah, Qori Khoirunnisa, and Muhammad Sukron Fauzi. "Transformasi pembelajaran di sekolah dasar melalui Flipbook Maker: dampak terhadap keterlibatan siswa dan perubahan paradigma pendidikan." Borobudur Educational Review 5, no. 1 (2025): 80–91. https://doi.org/10.31603/bedr.13306.
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This study aims to examine the impact of using Flipbook Maker on student engagement and the shift in educational paradigms in elementary schools. The method used is a descriptive qualitative approach with a case study, involving interviews with teachers, classroom observations, and analysis of student learning product documents. The research results show that the use of Flipbook Maker significantly enhances student engagement in learning. Students become more active in participating, creative, and collaborative in creating learning materials. Additionally, the application of this technology also brings a shift in the educational paradigm, from a lecture-based teaching approach to a more interactive, project-based, and collaborative learning approach. This study also found that the use of Flipbook Maker contributes to the development of 21st-century skills such as critical thinking, communication, and creativity, as well as positively affecting learning outcomes. These findings are expected to provide new insights into the use of technology in education, particularly at the elementary school level, and encourage the broader adoption of technology in the learning process in elementary schools.
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Aditi, Sahni, and Kumar Tarun. "A Comprehensive Literature Review: Exploring the Indian Ancient Education System and NEP 2020 and Their Impact on the Contemporary Indian Education System." RECENT RESEARCHES IN SOCIAL SCIENCES AND HUMANITIES 11, no. 3 (2024): 120–25. https://doi.org/10.5281/zenodo.13997816.
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From the Vedic era to the medieval era, India's educational heritage has been shaped by the Guru-Shishya tradition and comprehensive pedagogy, which have fostered intellectual curiosity, moralvalues, and cultural resilience. Generations of scholars and visionaries were influenced byestablishments such as Takshashila, Nalanda, and Gurukuls. NEP 2020 represents a paradigm shift ineducation, emphasizing digital integration, multilingualism, adaptable curriculum frameworks, andbasic literacy as means of developing 21st-century abilities. The influence of NEP 2020 and traditionalIndian education on the current Indian educational system is critically examined in this paper. WhileIndia's ancient educational system placed a strong emphasis on moral values and communityinvolvement, NEP 2020 is in line with modern problems, technical developments, and internationalobjectives, adding to the country's rich and prestigious educational landscape.
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Cadiz, Arlon P., and Antriman V. Orleans. "Social, Technology, Economy, Environmental, and Political (STEEP) Landscapes in Philippine K to 12 Basic Education: Looking into the Lens and Perspective of Science Education." Asian Journal on Perspectives in Education 1, no. 1 (2020): 12–23. https://doi.org/10.63529/ajpe.v1i1.7637.
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The paradigm shift in education aligns with achieving the 21st-century teaching and learning goals and enables educational institutions to respond to the call of the challenge. Ensuring every key aspect and element of successful curriculum implementation lies in the significant impact on which the curriculum should serve its purpose. This paper presents a critical review focused on the highlights in which social, technology, economic, environmental, and political (STEEP) landscapes impact Philippine K to 12 Science Education. It follows issues and approaches concerning science education in the country vis-à-vis theoretical and philosophical perspectives. This paper provides scenarios highlighting the possible contributions of the different landscapes that could serve as areas to maintain good practices and potential areas for improvement to achieve the mission and vision of the Department of Education. There are challenges that the whole educational system has faced since enacting the Basic Education Curriculum (BEC) in the country. The Department of Education (DepEd) continuously gives strategic directions to lead the education institutions to achieve 21st-century skills teaching and learning outcomes along with the other countries in the Southeast Asian region and the rest of Asia. All educational institutions and educational advocates should continuously work together to enable the educational system in the country to achieve inclusive growth and global competitiveness considering various landscapes that shape the educational landscape in the country.
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Mrs., Zeenat Irfan Sayed. "Addressing Leadership Challenges in Education: Innovative Strategies for School Leaders." International Journal of Advance and Applied Research S6, no. 22 (2025): 331–34. https://doi.org/10.5281/zenodo.15501799.
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<em>Educational leadership is at a crossroads, with school leaders facing unprecedented challenges in a rapidly evolving world. This paper examines the critical challenges confronting school leaders, such as technological integration, equity and inclusion, resource management, and crisis preparedness. It highlights the importance of innovative strategies, including technology-driven professional development, data-informed decision-making, and collaborative leadership models, to address these challenges effectively. The paper also emphasizes the role of continuous learning, policy support, and systemic change in building resilient educational systems. By adopting these strategies, school leaders can enhance their leadership capabilities, improve school outcomes, and prepare students for the demands of the 21st century. This study underscores the need for a paradigm shift in educational leadership to ensure sustainable and equitable progress in education.</em>
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Khan, Muhammad Nasir, and Sufi Amin. "The Impact of Higher Education Problem Based Learning in 21st Century: Evidence from Malaysia & Pakistan." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (2021): 160–69. http://dx.doi.org/10.35993/ijitl.v6i2.961.
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Problem based learning (PBL) approach has attained prominence due to its novelty in higher education. Problem based learning is pedagogical shift from traditional educational approaches to innovative educational approaches. Problem based learning alerts and challenges to classical and traditional assessment approaches because PBL is concerned with unique assessment approaches. Alternative pedagogies and assessment approaches enhance and give new insights to the effectiveness of PBL at higher education level. Students of higher education institutions learn through cognitions, socialization and experimental connections. Different students make different cognitive, social and experiential connections. This new phenomena has given new insights to the idea of shift of pedagogical paradigm in higher education with focus of teaching to learning. This approach has got prominence in scientific research and has equal importance in various fields of knowledge. It is equally important in other fields of knowledge. The major objective of this study was to explore the impact of higher education problem based learning in comparative perspectives of Malaysia and Pakistan. The participants of the study were included from Malaysia and Pakistan. Cross sectional research design has been used to analyze the collected data to achieve the objectives of the study. The study is significant for researchers in higher education institutions in comprehending the impact of higher education problem based learning in 21st century.
 Keywords: Problem-Based Learning, Higher Education, Impact, Teaching & Learning
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Owuondo, Joseph. "Disrupting Kenya’s Education System: Advancing towards a Learner-Centered Paradigm from Traditional Time-Based Structures." International Journal of Research and Scientific Innovation X, no. XI (2023): 188–95. http://dx.doi.org/10.51244/ijrsi.2023.1011016.
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Kenya’s educational system is experiencing a radical shift from its old time-based models to the Competency-Based Curriculum (CBC), which represents a learner-centred paradigm. This change, characterized by more adaptability, student involvement, and a concentration on 21st-century skills, offers promising benefits and considerable problems. The research methodology adopted a multifaceted approach to pursue this transformation, involving a thorough literature review, the triangulation of data sources, and content analysis of pertinent documents, policy papers, curriculum materials, and educational reports associated with Kenya’s academic transition. The study’s research topics examine the potential benefits and difficulties of Kenya’s transition to a learner-centred paradigm, implementation techniques, and insights’ role in policy and practice. This study attempts, using a rigorous methodology, to illuminate the complex processes of Kenya’s educational transformation and to provide a basis for conversations on how education might best prepare Kenyan youth for the challenges and opportunities of the modern period. An in-depth analysis of Kenya’s educational transition is provided in this research paper, which also emphasizes the critical need for ongoing professional development for teachers, strategic resource allocation, international collaboration and benchmarking, a strong policy for research and evaluation, extensive stakeholder involvement, and the development of flexible, adaptable curricula. These suggestions are the cornerstone of an educational reformation that strengthens educators and students, promotes critical thinking, and equips young people for the exciting opportunities and difficult problems of the twenty-first century, establishing Kenya as a leader in the worldwide evolution of education.
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ALIMISIS, Dimitris. "Technologies for an inclusive robotics education." Open Research Europe 1 (April 21, 2021): 40. http://dx.doi.org/10.12688/openreseurope.13321.1.
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The H2020 project “INBOTS: Inclusive Robotics for a Better Society” (2018–21) has worked in different disciplines involved in the acceptance and uptake of interactive robotics, including the promotion of accessible and multidisciplinary education programs. In INBOTS, educational robotics is considered as a learning tool that can bring robotics into school classrooms and benefit all children regardless of their future educational or professional orientation. Aiming to make robotics education inclusive, INBOTS has introduced a paradigm shift inspired by sound pedagogies (Papert’s constructionism) and emerging educational trends (the maker movement) and focused on creativity and other 21st-century skills. However, the realisation of this new paradigm requires appropriate curricula and technologies at both hardware and software levels. This paper addresses several questions and dilemmas related to the technologies currently in use in robotics education and the kind of technologies that can best support the proposed paradigm. This discussion results in specific criteria that robotics technologies must fulfil to foster the new paradigm. Based on these criteria, we review some representative technologies in both hardware and software. Then, we identify and discuss some technological solutions that exemplify the kind of technologies that can best support inclusive robotics education and make the proposed paradigm feasible. Finally, we show how some of these technologies can be combined to design a creative and inclusive project consistent with the criteria set in this paper.
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ALIMISIS, Dimitris. "Technologies for an inclusive robotics education." Open Research Europe 1 (June 18, 2021): 40. http://dx.doi.org/10.12688/openreseurope.13321.2.
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The H2020 project “INBOTS: Inclusive Robotics for a Better Society” (2018–21) has worked in different disciplines involved in the acceptance and uptake of interactive robotics, including the promotion of accessible and multidisciplinary education programs. In INBOTS, educational robotics is considered as a learning tool that can bring robotics into school classrooms and benefit all children regardless of their future educational or professional orientation. Aiming to make robotics education inclusive, INBOTS has introduced a paradigm shift inspired by sound pedagogies (Papert’s constructionism) and emerging educational trends (the maker movement) and focused on creativity and other 21st-century skills. However, the realisation of this new paradigm requires appropriate curricula and technologies at both hardware and software levels. This paper addresses several questions and dilemmas related to the technologies currently in use in robotics education and the kind of technologies that can best support the proposed paradigm. This discussion results in specific criteria that robotics technologies must fulfil to foster the new paradigm. Based on these criteria, we review some representative technologies in both hardware and software. Then, we identify and discuss some technological solutions that exemplify the kind of technologies that can best support inclusive robotics education and make the proposed paradigm feasible. Finally, we show how some of these technologies can be combined to design a creative and inclusive project consistent with the criteria set in this paper.
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Mazurkiewicz, Grzegorz. "Educational Leadership in Times of Crisis." Risks 9, no. 5 (2021): 90. http://dx.doi.org/10.3390/risks9050090.
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The chain of crises experienced during the first two decades of the 21st century has changed life on Earth and concluded in a list of incredibly difficult challenges. It has become obvious that our traditional ways of acting do not work anymore. We need to search for new ideas and approaches. We want to believe in the potential of education. It manifests itself in different ways in beliefs, declarations, and actions. The work of education systems and institutions is a huge investment of commitment, time, and money. Governments, experts, workers, and service users have high hopes and enormous resources to keep education functioning. Everyone involved in designing solutions and carrying out tasks must understand how to respond to the global context and the challenges that humanity must deal with in order to survive. The environment and problems of public health, diversity and inequalities, technologies and social media, and the crisis of democracy affect the social reality and the world of education today. To be able to respond, both to challenges and to expectations, the human approach to leadership has to be transformed. The main problem for reformers is to define leadership again, using new assumptions and new intellectual tools. The research question worth asking is: what kind of educational leadership is needed? In this article, I propose a paradigm shift in thinking about educational leadership and a departure from the dominant classical paradigm. I propose a new model of educational leadership and adequate activities.
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Sathish. "Digital Learning: A New Paradigm for Teaching and Learning." Shanlax International Journal of English 12, S1-Dec (2023): 486–88. http://dx.doi.org/10.34293/rtdh.v12is1-dec.140.
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The landscape of education is undergoing a transformative change with the prevalence of online learning, marking a significant shift in pedagogical approaches. In today’s world, technology is omnipresent and essential, reshaping how English is taught. The integration of modern technology signifies a notable progression in contemporary English language education. English teachers now actively embrace various technological tools to enhance the effectiveness of their teaching methods. Digital media has become an integral part of language classrooms, making the overall teaching and learning experience more engaging and captivating. The incorporation of technology has not only added a creative and innovative dimension to education but has also given rise to terms like “e-Learning” and “Technology in Education” that hold significant importance in educational settings. 21st-century learners, attuned to technology, seamlessly integrate it into the education system. Unlike traditional lecture-based methods, today’s learning systems are interactive and dynamic. This paper seeks to explore the diverse elements of technology in English teaching, emphasizing innovative techniques that contribute to effective and high-quality education.
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Rathod, Arpita, and Rajkiran Tiku. "Artificial Intelligence in Enhancing Physiotherapy Treatment: Brief Review." International Journal of Science and Healthcare Research 9, no. 1 (2024): 241–44. http://dx.doi.org/10.52403/ijshr.20240131.
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The rapid advancement of artificial intelligence (AI) has revolutionized various aspects of society, mirroring the transformative impact of the steam engine on human socio-economic systems. AI technologies enable the recognition of intricate patterns within vast datasets, profoundly influencing fields such as social, economic, educational, medical, legal, and moral systems. This paradigm shift may arguably surpass the impact of the mechanical revolution brought about by the steam engine. Looking ahead, healthcare professionals, including physiotherapists are poised to leverage AI within expansive information networks to enhance patient care. This article explores the profound implications of AI on physiotherapy practice, highlighting the imperative for evolving Physiotherapy education to prepare professionals for the complexities of 21st-century healthcare. Keywords: Artificial Intelligence, Patient Care, Physiotherapy
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De Guzman, Drexel Jade G. "TEACHERS’ DIGITAL INNOVATIONS: AN EMPIRICAL JUSTIFICATION." International Journal of Management Studies and Social Science Research 06, no. 03 (2024): 168–75. http://dx.doi.org/10.56293/ijmsssr.2024.5019.
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The goal of my research would be to describe the experiences of teachers on digital innovations. Experiential pieces of evidence revealed that educational leadership goes through a broad-spectrum a dearth of logical academic inquiry on matters on teachers’ cyber aptitude. Thus, my phenomenological study revealed the experiences of the 11 elementary school teachers in the Division of Davao Occidental using the purposive sampling technique. Teachers exposed that they were using the digital innovations they considered best to improve classroom instructions: instructional videos, localized instructional materials in PowerPoint presentation, and computerized worksheets and reading materials. These were inspired by the teachers’ educational technology pursuits and their ideal picture of an instructional leader as globally competitive with the 21st Century skills. To deal with the fast advancing technologies, teachers were with the school community managing resources and delivering instructions with the integration of technology resulting in productive and all-inclusive education; where learners endured learning. This development served as a paradigm shift in teaching as it demanded teachers to cope with the constantly changing world to attain job satisfaction. In the entirety, digital innovations through creating technology-based instruction and digital innovations implementation in the school, as well as, facilitating ICT integration in teaching and learning as part of the curriculum instruction unraveled the need of the 21st Century learners.
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RJOE. "Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning." Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning 9, no. 2 (2024): 291–309. https://doi.org/10.36993/ RJOE.2024.9.2.307.
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Abstract:In today's rapidly evolving educational landscape, the role of teachers astransformative agents is more crucial than ever. This research delves into the themeof "Transformative Pedagogy: Fostering Innovative Teacher Identity for 21stCentury Learning." This study explores the intricate links between transformativepedagogy and the development of innovative teacher identity, which plays a pivotalrole in shaping the landscape of 21st-century education.Transformative pedagogy represents a paradigm shift in education, movingfrom traditional teacher-centred approaches to learner-centred practices. It prioritisesactive engagement, critical thinking, and reflection, empowering students to becomeagents of their learning journey. By adopting a transformative pedagogicalframework, educators strive to cultivate students' intellectual curiosity, socialconsciousness, and creativity, preparing them to navigate an ever-changing globallandscape.Teacher identity encompasses beliefs, values, experiences, and selfperceptions, and it is crucial to understand how educators approach their classroomroles and their willingness to embrace innovation. Teacher identity is a dynamicconstruct that undergoes constant construction and development as teachers engagein reflective practices, introspecting on their teaching experiences and professionaljourney. This research aims to unravel the underpinnings of innovative teaching andits impact on student engagement, learning outcomes, and overall educationalexperiences.This research follows a mixed-methods approach, combining surveys,interviews, and classroom observations to gather comprehensive insights fromteachers and students. Quantitative survey data offer valuable insights into howtransformative pedagogy, professional development experiences, and technologyintegration influence teacher identity. Qualitative data from interviews provide adeeper understanding of teachers' motivations, challenges, and beliefs that shape their innovative teacher identity. Classroom observations and document analysis add to therichness of the findings.This study's findings have important implications for teacher training andprofessional development initiatives, providing insights into fostering an innovativeteacher identity that is equipped to navigate the complexities of 21st-centuryeducation. By embracing transformative pedagogy and technology integration,educators can create dynamic learning environments where students thriveacademically and personally. The recommendations from this research offer aroadmap for educators, institutions, and policymakers to collaborate and drivepositive change in education. This research contributes to the ongoing discourse onthe dynamic relationship between transformative pedagogy, innovative teacheridentity, and student-centred 21st-century learning. Keywords: Transformative pedagogy, innovative teacher identity, 21st-centurylearning, Student engagement, professional development, educational technology,teacher beliefs, student-centred learning, critical thinking.
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Moral-Sanchez, Silvia-Natividad, and Hans-Stefan Siller. "Learning Geometry by Using Virtual Reality." Proceedings of the Singapore National Academy of Science 16, no. 01 (2022): 61–70. http://dx.doi.org/10.1142/s2591722622400051.
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With the rapid change in the society, education must evolve to adapt to the digital native students of the 21st century. A change in the current educational paradigm is thus necessary. Information and Communication Technology (ICT) is a vehicle to achieve this objective of paradigm shift in education [ 2 ]. In this paper, we propose gamification approach [ 3 ] via a virtual reality (VR) through a report of a didactic experience. A mixed method research design was adopted for this study in which students’ classification of polyhedral will be reported for the two different learning experiences using either wooden polyhedral or a VR tool within an immersive learning environment. The VR environment allows the learning of geometry in three-dimensional with a friendly interface that offers a multitude of options. It is worth highlighting the benefits of this VR tool in the teaching-learning process of geometry, making explicit the fundamental role played by ICT in meaningful learning of mathematics.
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Khudoliy, Lyubov. "TRANSFORMING EDUCATION IN UKRAINE: PARADIGM SHIFTS AND MODERN CHALLENGES." Pedagogy and Education Management Review, no. 4(18) (December 30, 2024): 25–33. https://doi.org/10.36690/2733-2039-2024-25-33.
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The article explores the transformative journey of Ukraine's education system, focusing on the paradigm shifts necessitated by socio-economic transformations and global challenges. The main goal of the article is to analyze the necessity and implications of educational paradigm shifts in Ukraine amidst socio-economic transformations and global challenges, while outlining strategies to modernize the educational system to meet future demands. The article emphasizes the critical role of educators in aligning educational processes with contemporary demands. A review of pedagogical paradigms highlights the evolution from traditional authoritarian approaches to learner-centered methodologies. The study analyzes the implications of these shifts, underscoring the influence of Ukraine's transition to a market economy and its integration into global frameworks such as the Bologna Process. The methodology combines a qualitative review of legislative frameworks, policy documents, and expert analyses to assess the impact of these changes on the education sector. Key results reveal the need for personalized learning trajectories, dual education models, and modernization initiatives to address systemic inefficiencies and equip learners with the skills necessary for the 21st century. The challenges posed by resistance to change and the ongoing war with Russia further emphasize the urgency of aligning reforms with national recovery and development goals. The article also inncludes by advocating for an adaptive, inclusive, and innovative education system as a cornerstone of Ukraine's future prosperity. Future research should focus on evaluating the effectiveness of implemented reforms and exploring innovative strategies for integrating digital technologies and fostering global competencies among learners.
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Ali, Velma Alicia. "LEARNING MANAGEMENT SYSTEM APPLICATION CONTRIBUTION ON TECHNOLOGY CYBER USAGE TOWARDS COMPLEXITY OF EDUCATION WITHIN MANAGEMENT CLASS ACTION IN 21st CENTURY." Dialectical Literature and Educational Journal 6, no. 2 (2021): 72–86. http://dx.doi.org/10.51714/dlejpancasakti.v6i2.68.pp.72-86.
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This study investigates a number of theories about the sophistication of cyber technology-based classroom management through the application of a learning management system, especially the results of previous research through literature review as well as the thoughts and experiences of educational practitioners, technologists, academics, and theorists both related to education. with regard to education. The purpose of this research is to photograph the problems of a number of higher and secondary education institutions in Indonesia regarding the urgency of cyber technology to support the effectiveness and efficiency of learning models in the 21st Century. By identifying the obvious problems, a model for implementing classroom action management is sought, especially the stages or prerequisites. that must be met for the implementation of 21st Century Education. Educational institutions are constantly developing curricula according to the paradigm shifts of the global community both in terms of science and technology to operational matters, namely educational processes and management supported by Information and Communication Technology. The research method using descriptive-qualitative begins with a literature study, in-depth interviews with the respondents involved using the snowball sampling technique. The results of the literature study and interviews are used as an inviting paper to be discussed in a focus group discussion (FGD) forum to conduct needs assessments and equalize perceptions (intersubjectivity) for academics, theorists, students, scientists, and education staff. Thus, comprehensive conclusions and recommendations for optimizing the implementation of Education in 21st Century.
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Bhatia, Manpreet Kaur. "Measures for Innovating Classroom Teaching Methods." International Journal of Advance Research and Innovation 5, no. 1 (2017): 222–25. http://dx.doi.org/10.51976/ijari.511735.
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The term “learning environment” suggests place and space – a school, a classroom, a library. And indeed, much 21st century learning takes place in physical locations like these. But in today’s interconnected and technology-driven world, a learning environment can be virtual, online, remote; in other words, it doesn’t have to be a place at all. Perhaps a better way to think of 21st century learning environments is as the support systems that organize the condition in which humans learn best – systems that accommodate .Experts say 21st century learning must take place in contexts that promote interaction and a sense of community [that] enable formal and informal learning. Informal learning means upgradation of human ware. Need to develop attitude through skill monitoring.Many of the successful organizations that we see around us today attribute their success to employees who are empowered to learn and innovate at great speeds. The internet has caused an explosion of access to information on a global level, sparking the need for a paradigm shift in the way educational organizations function. In the era where almost everything is being supported by latest technology, we cannot continue with outdated methods of teaching and still expect to produce a work force which is ready to face the future challenges. .the rapid globalization, accelerating technology changes, massive demographic shifts demand change in education systems to a more modern format which is more learner friendly. We need to take advantage of developments in technology to secure an education that is relevant and responsive to the needs of society as it evolves. The purpose of this paper is to suggest various measures to improve the current methodology of teaching focusing mainly on classroom education.
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Omodan, Bunmi Isaiah, Nomxolisi Mtsi, and Pretty Thandiswa Mpiti. "Enhancing Virtual Teaching and Learning through Connectivism in University Classrooms." Journal of Curriculum and Teaching 12, no. 4 (2023): 116. http://dx.doi.org/10.5430/jct.v12n4p116.
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It is argued that teaching and learning in the 21st century rely heavily on technology, especially in university classrooms. This theoretical paper contends that for students to be successful in university classrooms in the 21st century, both lecturers and students should effectively resonate with technology. This paradigm shift is not without one or two challenges which must be addressed since teaching and learning through technology has come to stay. Therefore, this study presents the proponent of connectivism theory to enhance virtual teaching and learning in university classrooms. The study is located within a transformative worldview and derives its argument from a theoretical viewpoint by positioning connectivism as a tool to enhance teaching and learning in 21st-century university classrooms. Conceptual analysis was employed to argue the place of connectivism as a tool to enhance virtual classrooms in universities. The connectivism theory was presented, and its assumptions were argued in relation to how it could be integrated into university classrooms. The study concludes that the diversity of nodes' interconnections, coherence of things and adaptation to constant change are dimensions that could enhance virtual classrooms. Therefore, concerted efforts of both lecturers and students in universities to improve these dimensions to transform virtual space in university classrooms.
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Subramanian R., Bala, and Munish Thakur. "India Post: its 21st-century avatar." Emerald Emerging Markets Case Studies 12, no. 3 (2022): 1–18. http://dx.doi.org/10.1108/eemcs-05-2021-0138.
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Learning outcomes The case has the following learning objectives: to assess the importance of the business environment, its impact on the organization and how the organization responds to the changes in the business environment; to apply the resource-based view of the organization and resource dependence theory; and to apply and analyze the organization’s strategic initiatives within the framework of the political, economic, social and technological analysis model, Porter’s five forces of business analysis and to make recommendations based on the above analysis. Case overview/synopsis The paradigm shift in technology has an impact on business. With 155,015 Post Offices, India Post has the most widely distributed postal network in the world. This case captures the journey of India Post from inception to its current form. Over its life, the organization has evolved because of multiple changes. But the recent changes have threatened to disrupt the organization. These changes have been induced by three major forces: technology, the rise of competition, especially foreign players, and social changes in urban and rural India because of changing consumption patterns as incomes rise and online retail grows. The organization has reacted to this threat by leveraging its resources to offer new products according to customer tastes by entering more unique industries and product categories. They have started logistics services in association with Indian railways and started offering retail services such as bill collection and college application forms. Also, they have created a financial division, “Payment Bank.” Thus, they have evolved from being a single entity of postal-related services to various services. The case poses a dilemma if these product diversifications are thriving as the organization’s product portfolio has diversified, given its existing capabilities and ability to create newer capabilities, particularly the payment bank. Complexity academic level The case is ideally suited for the discussion of resource-based view of the firm in the subject strategic management and organizational theory. The case can be used to discuss resource dependence theory as well. It is equally well suited to discuss the impact of environment in business in the subject organization theory and the impact of technology on change in the subject organizational change. The case is meant for MBA. The case can be used for executive audience as well. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.
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Bruzgelevičienė, Ramutė. "Conformity of Textbooks with the Goals of Personality Education Set by Lithuanian Education being Reformed on the Base of Ideas of Humanistic Paradigm, as a Qualitative Prerequisite." Pedagogika 120, no. 4 (2015): 21–41. http://dx.doi.org/10.15823/p.2015.036.
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During the first decade of Lithuanian educational reform based on the shift in education paradigms textbooks were considered the main source of teaching and were supposed to help to seek new goals in personality education as well as strengthen the paradigm being implemented. Traditionally, textbook was seen as the only teacher tool in that period. However, according to the research carried out in the first decade of the 21st century, textbook along with accompanying printed material still remains the most often used tool in a Lithuanian classroom that pupils continue to use as their main means of study.
 It is essential that the state level educational documents regulating quality of textbooks include such qualitative criteria that would direct textbooks toward complying with the principles of humanistic paradigm and implementing the goals of personality education. The object of research is the extent to which regulations of the documents monitoring quality of textbooks are focused on implementation of the personality education goals set by Lithuanian education being reformed on the base of humanistic paradigm of education.
 As a method, qualitative research using documentary research strategy has been chosen for this article, primary documentary sources are examined and the results are analyzed according to the stages of Grounded Theory, i.e. coding, theoretical sampling and comparing. Having conducted comparative analysis of the documents regulating quality of textbooks with specific character education goals as well as content of categories and subcategories expressing humanistic paradigm of education, the following conclusions are drawn: At the outset of Lithuanian Educational Reform, when discussing demands for suitable teaching tools in the schools being reformed, the scientists projected the shift from objectivist approach common to authoritarian soviet school to a constructivist one, underlined necessity to cooperate with a person’s nature, i.e. they directed focus to humanistic paradigm of education and brought the goals of textbooks to seek personality education up-to-date.
 In the analyzed group of documents regulating quality of textbooks no sustainable system of quality criteria has settled, but the task set for textbooks to seek character education goals, as a quality field, has remained stable throughout the whole period of educational reform.
 The documents regulating quality of textbooks do not designate their paradigmatic orientation, therefore there is a clear paradigmatic confusion when discussing a concept of a textbook (its purpose, function, methodological setup etc.) both when it comes to comparing documents from different years and certain documents within themselves. This paradigmatic confusion in the document statements remains stable throughout the whole period of educational reform.
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Butler-Pascoe, Mary Ellen. "The History of CALL." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 1 (2011): 16–32. http://dx.doi.org/10.4018/ijcallt.2011010102.
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It has been over 50 years since the emergence of computer-assisted language learning (CALL) that would forever change how second/foreign languages are taught. This article presents a historical overview of the evolution of CALL from the early years of the mainframe computer to the integrative technologies of the 21st century. It examines the evolution of the dual fields of educational technology and second/foreign language teaching as they intertwined over the last half of the 20th century into present day CALL. The paper describes the paradigm shifts experienced along this journey and the current state of CALL as new technologies rapidly advance language teaching capabilities and challenge practitioners to provide optimum learning environments for the future.
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Rahim, Mohammad Naim. "Post-Pandemic of Covid-19 and the Need for Transforming Education 5.0 in Afghanistan Higher Education." Utamax : Journal of Ultimate Research and Trends in Education 3, no. 1 (2021): 29–39. http://dx.doi.org/10.31849/utamax.v3i1.6166.
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The study is aimed to lead the global educational transformation in Afghanistan to prepare higher education institutions for the post-pandemic of Covid-19. Today, the purpose of education has changed. Everything is just a click away; One can google the right answer. Therefore, there is an urgent need for redefining the national educational objectives and set new goals that are aligned with the new norms. The 21st-century learners are involved in an education that cooperates with their head, hearth, and hands. Thus, students should learn how to love, to be kind, and of course, to believe that the world is a joint home of all the creatures. To prepare learners with this global module of education, the study applied a qualitative approach using critical document analysis to establish an authentic understanding of the on-going paradigm-shift and provide practical potentials for Education 5.0 transformation. As a result, there are three categories of skills, namely learning skills, literacy skills, and life skills which help educational institutions to evolve towards the education 0.5. This article contributes to the post-pandemic educational settings in Afghanistan.
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Argyrakou, Constantina Corazon, D. Emmanouil Milakis, and Androniki Lalou. "Rhythms of Play: Advancing Music Education through Gamification in Primary Schools." Neos Paidagogos Online 39 (November 28, 2023): 172–83. https://doi.org/10.5281/zenodo.10215776.
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Within the sphere of primary education, Music Education stands as an instrumental domain, facilitating cognitive, emotional, and social advancements in young learners. This scholarly review delves into the nuanced facets of Music Education, emphasizing its foundational principles and its pedagogical relevance in primary educational frameworks. Central to this discourse is the emergent paradigm of Gamification, a strategy that incorporates game-centric elements into academic environments, aiming to elevate student enthusiasm and active participation. Drawing from a meticulous analysis of prevailing literature, this article underscores the revolutionary capabilities of gamification within the realm of Music Education. By intertwining game mechanics with musical instructional methods, educators have the potential to create a more immersive and dynamic learning atmosphere, thereby optimizing both cognitive and affective benefits for primary students. Conclusively, this review advocates for the amalgamation of gamified methodologies in Music Education, signifying a forward shift in 21st-century pedagogical approaches.
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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 point systems, level progression, competitive elements, and collaborative tasks—not only enhance student participation but also support the development of key 21st-century competencies, including critical thinking, digital fluency, and teamwork. Moreover, simulation-based and virtual reality (VR) environments provide safe, realistic platforms for practicing procedural skills, visualizing abstract content, and personalizing learning experiences.Integrating interactive games and simulations signals a paradigm shift toward more adaptive, engaging, and student-driven pedagogies, paving the way for innovative and personalized learning ecosystems.
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IYOHA, Daniel Osamwonyi, Ugonwa Felicia UMEH, and Zorte Nbogana MAAMAA. "Revamping Business Education Needs to Meet 21 st Century Reality: The Future of Business Education in Nigeria." International Journal of Education and Evaluation 8, no. 6 (2023): 65–76. http://dx.doi.org/10.56201/ijee.v8.no6.2022.pg65.76.
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Since 21 st century began over two decades ago, there seems to be a paradigm shift in educational values across the globe. This has left us with the options of either to swim or sink. In order not to sink, educational systems of most countries of the world began to rethink educational practices in order to remain relevant in this knowledge economy and communication technology driven age. Up to the advent of the twenty-first century, education systems around the world concentrated on training their students to simply acquire content and knowledge. Students were therefore seen as needing to learn reading and numerical skills in order to acquire content and information. But more recently, information and knowledge have become widely available and simple to obtain because of advances in technology and communication. Business education has been thought to be an instructional model that instills in its client the necessary applicable skills, talents, and competencies for independence. Even though these abilities are still v ital and relevant, but are no more enough to keep degree holders employed in the volatile and competitive economy. As a result, there is a massive disparity between the information and expertise that students gain in university and those that they would need succeed in quintessential 21st century cultures and organizations. It is necessary to modify toward offering learners a set of abilities that depended not just on intellect but on all interrelatedness of mental, behavioral, and affective traits if we are to react appropriately to these contemporary innovation, target audience, and cultural transformations. In considering this, the paper examined the concepts of 21 st century education, 21 st century learning objectives, the concept of business education, and the communication technological skills in 21 st century required of graduates. Also, conclusions and key recommendations were offered.
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Zviaholska, I. M., T. V. Derevianko, and V. P. Polianska. "UNIVERSITY DEUCATOR AS SUBJECT OF UNIVERSITY MISSION: SOME ASPECTS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 23, no. 2.2 (2023): 78–84. http://dx.doi.org/10.31718/2077-1096.23.2.2.78.
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The article is devoted to the investigation of the crucial role of higher education teachers in fulfilling the mission of the university. Through the prism of the educational paradigm of the 21st century from the scientific and methodical positions, by applying the methods of analysis and generalizations, the importance of the professional activity of teachers in the modernized educational space of a university department and a university as a whole has been analyzed. The article also identifies ways to enhance the teacher's professional competence by integrating subject-technological, psychological-pedagogical, and general cultural components.
 The paradigm shift from a traditional "teacher" to a modern "teacher-architect" or "teacher-creator" allows teachers to establish partnership relations among all participants of the educational process and achieve the multi-directional goals and tasks of modern universities. The authors provide examples from the Department of Microbiology, Virology, and Immunology at Poltava State Medical University to illustrate how innovative pedagogical technologies enhance the quality of partnership cooperation and promote the formation of students' key competencies, leading to the development of their professional and personal characteristics. The article concludes that the effective preparation of new generation teachers for universities, particularly in the medical field, requires multifaceted professional and competency-oriented activity. The article's relevance to the declared topic is evident in its positive contribution to the formation of new generation teachers and the achievement of the mission of universities.
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Bello, Rotimi-Williams, and Jackson Akpojaro. "Application of Social Networking and Cloud-Based Services to Smart Education." International Journals of Advanced Research in Computer Science and Software Engineering 9, no. 1 (2019): 6–13. https://doi.org/10.5281/zenodo.4453802.
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Abstract– SMART education also known as Virtual Learning Environment (VLE) is the abbreviation for Selfdirected, Motivated, Adaptive, Resource-enriched, and Technologies-embedded (SMART) education. This SMART education is not SMART device education, but rather an educational paradigm shift for digital natives. Social networking and cloud-based services such as Facebook, WhatsApp, Twitter, Slideshare, Office Web Apps, Sky Drive, Google Drive, Office 365 and many more promote students’ communication and collaboration skills which are important to the 21st century education. But many education institutions do not understand how germane the application of these technologies is to the classroom to promote students’ communication and collaboration skills which are important to the 21st century education. The only option left to face the challenges confronting the preparation and delivering of contents-rich academic curriculum in the 21st century by educators is the application of these technologies. The understanding of the use of these devices, applications, and services do not only help students know how to manage their abilities and careers for good purpose but assists educators as communication facilitator, collaboration coordinator, challenge promoter and mistake acceptor. Presented in this paper is application of social networking and cloud-based services to SMART education. Teaching/learning tools involving hardware and software technologies for SMART education were revealed to enhance classroom and outside classroom communication and collaboration. Findings show that students and educators were perplexed by the fact that they could use their mobile devices in the class for academic purpose because to them, smartphones are just for calling, texting, watching movies, listening to songs, playing games, and chatting. They realized the importance of social networking and cloud-based activities to their schoolwork.
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Ameli, Katharina. "Where is Nature? Where is Nature in Nature and Outdoor Learning in Higher Education? An Analysis of Nature-Based Learning in Higher Education Using Multispecies Ethnography." Journal of Teacher Education for Sustainability 24, no. 2 (2022): 113–28. http://dx.doi.org/10.2478/jtes-2022-0020.
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Abstract The multiple crises of the 21st century once again highlight the significant role of sustainable education in all educational institutions. Particularly in higher education, the inclusion of nature and animals in the curricula is underrepresented. Using the method of Multispecies Ethnography, which recognizes the interconnectedness and inseparability of humans and other life forms of the more-than-human world, such as plants or animals, this paper discusses the presence of nature in online-based nature and outdoor learning in higher education. This study examines nature-based learning in higher education. It analyses the role of nature in the learning process in general and in sustainable education in particular. The results of the study show that a relationship with nature leads to a change in one's worldview, which is evidence of the methodological importance of introducing nature in the learning process. The results also illustrate that – despite digitalization – direct interaction with nature is essential for a paradigm shift in education.
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Fajri, Siti Rabiatul, Nurul Fajri, Fitria Sarnita, et al. "Digital Literacy Dan Cyber Socialization In The Context Of 21st Century Education: A Systematic Review." International Journal of Applied Science and Sustainable Development (IJASSD) 6, no. 2 (2024): 76–91. http://dx.doi.org/10.36733/ijassd.v6i2.9078.
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This research provides an in-depth review of the integration of digital literacy and cyber socialization in 21st-century education, positing the importance of these two aspects in preparing students for an ever-evolving world. Using PRISMA's framework for systematic analysis, the study evaluated articles from reputable journals between 2014 and 2024, presenting results that underscore a significant shift in the educational paradigm from traditional to digital. Digital literacy, defined as the ability to use technology efficiently, search and evaluate information, and communicate effectively on digital platforms, has become an essential requirement in modern education. The study shows that digital literacy not only improves technical skills but also supports critical and creative learning among students. In addition, digital literacy education includes teaching ethics and online safety and encouraging responsible internet use. Cyber socialization, with its focus on interaction through social media and digital platforms, has enriched the learning experience through wider collaboration and exchange of resources. However, it also poses challenges such as cyberbullying and security issues, which demand a structured educational response to address related social and psychological issues. The Industrial Revolution 4.0 and the COVID-19 pandemic have accelerated the acceptance of technology in education, emphasizing the importance of character education and the adaptation of innovative teaching methods. Education that is responsive to technological change must integrate digital literacy into all aspects of learning, leading to a more holistic and inclusive approach. Overall, the study underscores the importance of digital literacy and cyber socialization in shaping adaptive and supportive learning environments. 21st-century education must recognize and utilize technology not only as an auxiliary tool but as an integral part of the curriculum, to equip students with the skills needed to succeed in the digital age. By ensuring that digital literacy and cyber socialization are at the heart of education, we can anticipate future needs and challenges, shaping a generation that can not only survive but thrive in an ever-changing digital landscape.
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Madhavi, K. Venu. "Augmented Reality (AR) in ELT Materials to Enhance Learner Engagement: Current Trends and Challenges." Journal of Management World 2025, no. 1 (2025): 351–57. https://doi.org/10.53935/jomw.v2024i4.684.
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The English Language Teaching (ELT) materials have experienced much transformation in the past three centuries. There is a paradigm shift in the development of ELT materials. The 19th-century materials produced textbooks with grammar rules, vocabulary lists, and direct translation exercises leading to simple dialogues and illustrations in real-life situations; scripted dialogues, audio recordings, and pattern drills; authentic texts, role plays, and situational activities; Open Educational Resources (OERs); gamified learning apps; and presently AI, AR, and personalized learning tools. Such developments have reshaped the ELT materials. The present research focuses on the 21st century material development in ELT using Augmented Reality (AR). The study explored the latest developments in adopting and designing AR materials for immersive and virtual learning experience. It concentrated on the progressive role of some developing and developed nations like the USA, Australia, and the UK in adapting AR in the educational field. It discussed leading AR tools that enhance listening, speaking, reading, writing, grammar, vocabulary, and pronunciation skills. The study also focused on the prospects and challenges in India to the changing scenarios and integration of AR in the language classroom. The findings revealed a positive inclination towards AR-generated content for improving English language skills. India has the potential to be one of the leading nations to embrace AR for designing ELT materials.
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Haramain, Joanie T. "ADMINISTRATION OF ACADEMIC SUPPORT SYSTEM AND ACHIEVEMENT OF DESIRED OUTCOMES OF STUDENT AFFAIRS AND SERVICES IN HIGHER EDUCATION: A CORRELATIONAL INQUIRY." GUILD OF EDUCATORS IN TESOL INTERNATIONAL RESEARCH JOURNAL 1, no. 2 (2023): 196——212. https://doi.org/10.5281/zenodo.8031652.
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Learner-centered approaches have emerged as the fundamental pillar of effective pedagogy in the rapidly evolving landscape of 21st century education. This paradigm shift places the learner at the heart of the educational process, recognizing their diverse needs and aspirations. Consequently, the achievements of learners have become crucial indicators of institutional success. While extensive research has focused on student affairs and services, limited attention has been given to understanding the impact of administration on realizing the objectives of these support systems. This study aims to investigate the relationship between the administration of learner-centered academic support systems and the attainment of desired outcomes in student affairs and services within higher education institutions in the Philippines. Utilizing a non-experimental correlational quantitative research design, a sample of three hundred fifty university students from various academic disciplines was randomly selected as participants. The findings demonstrate a strong positive correlation between the administration of learner-centered academic support systems and the achievement of desired outcomes in student affairs and services. As a result, the null hypothesis was rejected based on statistical analysis employing Pearson Correlation (r). These findings highlight the significant impact that learner-centered academic support system administration has on the realization of objectives in student affairs and services within the contemporary higher educational setting. To ensure sustained best practices in student development, it is imperative for the administration to foster collaboration with internal stakeholders and external partners. Recognizing that students are the focal point of instruction, their performance serves as a reflection of the institution's commitment to providing quality education. By aligning administrative efforts with the evolving needs of students, institutions can enhance student affairs and services and create an optimal learning environment in the 21st century.
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Chanthiran, Maran, Abu Bakar Ibrahim, Mohd Hishamuddin Abdul Rahman, and Punithavili Mariappan. "Bayesian Network Approach in Educational Application Development: A Systematic Literature Review and Bibliometric Meta-Analysis." International Journal of Artificial Intelligence 9, no. 1 (2022): 8–16. http://dx.doi.org/10.36079/lamintang.ijai-0901.348.
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Technological developments have brought about a paradigm shift in the world of education. The education system must be more open and flexible, where students can experience these opportunities according to their skill level. 21st-century education and the application of the elements of Revolution 4.0 Industry in education realize that initiative. The Bayesian Network approach is becoming one of the essential tools in the development of educational applications. Therefore, the persistence of this systematic review is to identify peer-reviewed literature on the Bayesian network approach in education. Scopus and Web of Science, and IEEE citation databases are used in the data-gathering phase. PRISMA approach and keyword search were obtained and analyzed. This bibliographic data of articles published in the journals over ten years were extracted. VOS viewer was used to analyzing the data contained in all journals and articles. This systematic review shows that the development in education can absorb the changes that occur in technology. The findings from 1160 articles extracted show that using the Bayesian approach in the development of educational applications improves the quality of use, especially from the point of students. The level of predictive accuracy generated through the Bayesian network approach improves the quality of educational application development. However, the study's findings indicate that there is scope for research related to the application and use of this approach in the development of educational applications.
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Purwanto, Anim, Ninuk Lustyantie, and Fathiaty Murtadho. "Assessment of Student Attitudes in German Writing Learning Based on 21st Century Skills." Journal of Education Method and Learning Strategy 2, no. 02 (2024): 274–91. http://dx.doi.org/10.59653/jemls.v2i02.794.
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Students' attitudes towards language learning have two sides, either motivating or even diminishing their learning enthusiasm. The main objectives of this research are first, to assess students' attitudes in learning descriptive writing in German language; second, to develop an attitude assessment model in writing based on 21st-century competencies. This research adopts an exploratory descriptive approach with a sample of 35 high school students. Data were collected through attitude assessment sheets referring to 21st-century educational competencies, namely critical thinking skills, creativity, communication, and collaboration. Data analysis involved categorizing assessment results using average scores from all respondents. The findings indicate a tendency that most students achieve a good level in critical thinking, creativity, communication, and collaboration aspects in learning to write in German. However, there is still a small portion of students who reach a very good level, indicating a gap in students' abilities. The attitude assessment model developed in this research significantly contributes to teachers in measuring students' progress and helps prepare students to become critical, creative, and inspirational decision-makers in various learning situations and daily life. The use of this attitude assessment model shifts the learning paradigm from emphasizing outcomes to developing students' relevant skills for future demands.