Academic literature on the topic 'Study and teaching (Higher)z Israel'

The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method’s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel’s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.

For over six decades Israel’s system of higher education has been managed by the Ministry of Education and the Council for Higher Education (CHE). During this period, significant transitions have occurred in the academic system throughout the world and in Israel, leaving their mark on research and teaching and on the related regulatory agencies. The purpose of the study is to examine the need for regulation of higher education in a capitalist world, with Israel serving as a case study. The study examines the CHE’s management of changes that occurred in the academic world and the overall considerations utilized by the pilots of this regulatory agency, which led to shaping policy from a perspective of time and with an eye to the challenges of the future, in comparison to supervisory agencies around the world. The research method is based on research literature addressing the system of higher education in Israel and elsewhere as well as on interviews with senior academics occupying key positions in the CHE in the past and present. The research findings indicate that the CHE has a bureaucratic image, a short-sighted policy, and that it reacts to events more than leading them, as opposed to its declared goal of promoting high standard, innovative, and accessible research and teaching processes to benefit the economy and society. The conclusion generated by the research findings is that implementation of a hybrid model suitable for the twenty first century, which combines liberalization and regulation, should be explored. This model will let institutions of higher education develop independently while reducing government supervision, and will allow the regulatory body to regulate their activity via incentives and restrictions, while identifying market failures that it will define. Such a regulatory body will include an array of academic experts from the field of higher education with proven experience in the fields of academic research and teaching, in order to separate the managing of Israel’s system of higher education from politics and bureaucracy.

Abstract This forum compares and contrasts national experiences in the development of intelligence studies from the perspective of seven countries: France, Japan, Israel, Romania, Spain, the United Kingdom, and the United States. The discussion is structured around a comparative framework that emphasizes five core dimensions that, we posit, are essential to the emergence of this subfield: access to relevant government information, institutionalization of research on intelligence and security in a higher education setting, periodic scientific meetings and networks, teaching and learning opportunities, and engagement between researchers and practitioners. The forum demonstrates how researchers working in different contexts and disciplines have overcome similar challenges to broaden our understanding of secret government practices.

The aims of this study are to identify possible socioeconomic impacts of MIGAL (Galilee Research Institute) and TH (Tel Hai Academic College) on the peripheral northeast’s development. We discuss the effects of academic research and institutions of higher education on mitigating differences between the center and the periphery of the country. MIGAL is a regional R&D center in the northeast peripheral region of Israel. An internationally recognized applied research institute, MIGAL specializes in biotechnology, computational sciences, plant sciences, precision agriculture, and environmental sciences, as well as food, nutrition, and health. Most of MIGAL’s researchers serve as the core faculty at TH. Despite the country’s small surface area, socioeconomic inequality in Israel is high by OECD standards, with wage differences between rich and poor regions reaching up to 400%. In this article, a new type of dataset for the study of the socioeconomic impact of academic research and higher education on peripheral development is proposed—the regional socioeconomic indices (SEIs). Data for MIGAL, TH, and the northeastern peripheral region were collected from the yearly reports of the two institutions and the Israel Central Bureau of Statistics. MIGAL was found to serve as a link between research, academic teaching, and socioeconomic development in the northeast periphery. Several variables related to this link and describing MIGAL–TH and northeastern periphery development were analyzed over time: MIGAL’s budget, total number of employees and number of employees with PhDs; number of TH graduate students; and the socioeconomic index (SEI) of the northeastern periphery and its position on the Israeli list of regional SEIs. The signs and significance levels of most of the trends indicate a potential socioeconomic impact of academic research and higher education on peripheral development in the northeast of the country. Research budgets and the creation of jobs for academics living in the region are just a few examples of this impact. The results of the study are useful for academics and policymakers in improvement of the contribution of academic research and higher education to the country’s economic and innovation development.

Purpose The purpose of this paper is to explore teachers’ attitudes toward the implementation of new computer technology to improve teaching and learning products at a private Arab school in Israel. Specifically, the aim was to individuate teachers’ factors associated with higher productivity of this technological change. Design/methodology/approach The research used the mixed-methods approach to enrich the data derived from a case study. It employed a questionnaire of 81 items administered among 55 teachers and in-depth interviews with both teachers and senior management team members at one private Arab school in Israel. Findings Results show some features that characterize the teachers who rated the productivity of this new management change highly. Those teachers tend to have high expectations of the change and to view the change implementation process favorably. Teachers with such characteristics tend to be female teachers. The influence of teachers’ education was latent. Their teaching experience influenced only their expectations and views of the process, but not their perceptions of the change products. Research limitations/implications The paper focused only on one private school known for its excellence and teaching staff, and thus may not apply to the entire Arab education system in Israel. Nevertheless, the findings indicate how to increase teaching productivity when planning the management of technological change for increased teaching benefits in schools with similar characteristics. Originality/value This paper explored a case in which technological change was implemented through a careful process of management planning, in order to facilitate the construction of a model of indicators to facilitate change.

Student question generation (SQG) is a teaching and learning strategy that promotes higher-order cognitive skills. The purpose of this study is to determine which students gain the most from SQG activities: Is it mainly those with strong academic achievements? The study took place over the course of six years, during which 171 preservice teachers in Israel generated, answered, and peer-evaluated questions at higher and lower orders of thinking. When their exam grades before and after the SQG intervention were checked, the intermediate- and low-achieving students showed the most significant improvement. These findings could contribute to a reassessment of commonly held attitudes about the ostensible inability of underachieving students to engage in higher-order thinking tasks.

The National Israeli Information and Communication Technology (ICT) Program that called for the “adaption of the educational system to the 21st century”, has been implemented in Israel since 2010. The program’s purpose intended to introduce an ‘ICT culture’ in the educational system – pre-schools and lower-level schools, as well as in higher education institutions, including teachers colleges. Following this call, the current study is aimed at examining the integration of ICT in a teaching training college in the north of Israel, in the context of a technological-pedagogic setting, the ICT culture in the college, and how educators’ metaphorical sensations contribute to their use of ICT tools and to student training in an ICT environment. The second aim of the research was to identify the operating factors in the course of educators’ professional development that impact on the integration of advanced technologies in teaching. This mixed-methods study involved 120 educators. Through structural equation modelling, the findings show that educators’ familiarity and mastery of ICT tools influence use for teaching purposes, more so than personal feelings, the ICT culture, and the availability of the tools. Findings emphasize the need for promoting the integration of technology in teachers colleges as a learning organization, from a systemic view, which emphasizes the teacher educator’s personal-professional development.

This study deals with a case study of a program that integrates high-functioning autistic spectrum students in Israeli academia. The case study focuses on the attitudes of students and faculty towards high-functioning autistic spectrum (HFA) students, aiming to examine their contribution to the integration of HFA students in academia, with regard to the academic-social climate and their perceived self-efficacy. The case study may serve academic institutions as a model for the adjustment and integration of autistic spectrum students, with the inclusion of academic and administrative elements. The study is based on mixed methods methodology, utilizing both qualitative and quantitative research methods. Five hundred twenty six students, 103 faculty, as well as 30 students with ASD (autism spectrum disorder) and 27 mentoring students participating in the program, were asked to complete a quantitative research questionnaire. The research findings show that the integration of HFA students in academic studies is potentially possible, predicated on awareness among faculty and students as to the nature of the disability. Variables with high significance for the program's success were detected, involving teaching tools, institutional support, and a tolerant academic-social climate. The research findings indicate that with regard to nearly all the variables the faculty have the highest awareness of and sensitivity to integrating HFA students in academic studies. The literature review, as well as the findings of the current study, support the integration of people with HFA in various institutions and confirm the conditions for this success: institutional and social motivation together with a tolerant atmosphere.

The study focused on pertinent challenges and key guidelines in introducing and assessing students’ higher order thinking skills (HOTS) in a literature based English foreign language (EFL) curriculum. A curricular initiative in Israel, namely to integrate HOTS in the teaching and learning of literature in the high school EFL classes, prompted this study to measure its effectiveness on students’ abilities to understand and apply the HOTS in their reading and writing. This mixed-methods study dealt with the following research questions: Are HOTS innate skills or must they be purposefully taught in order for students to learn and to apply them? To what extent has 10th and 11th grade EFL Israeli students’ ability to apply HOTS to their bridging essays, after completing two years in the English literature programme, been improved? How accurately could students demonstrate an understanding of HOTS by naming them and by providing an example of how they could apply them in the areas of reading and writing? The overall key findings showed that; HOTS must be taught and practiced in order for students to learn and to apply them and that teaching students to use HOTS will improve their reading and writing capabilities in regard to higher order thinking as well as their understanding of specific HOTS. It was also found that students enjoy the challenge of infusing HOTS into a literature curriculum and expressing what they learn in their writing. They are consequently motivated to learn when they are challenged with a programme that infuses HOTS into an EFL literature curriculum. Implications of the findings are that the subject specific approach and infusion method for teaching HOTS are successful in the EFL classroom. The findings provide a novel contribution to the study of HOTS pedagogy within a literature based EFL curriculum programme. Recommendations for further studies are made, particularly on HOTS vis-à-vis weaker EFL students as well as on examining different writing formats, such as opinion essays, to determine if HOTS are transferring to other types of writing after students’ participation in this curricular initiative.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

A 2008 review identified the need for Australia to get more citizens into higher education. With this increase in participation, the student cohort began to diversify. Qualitative research showed that final-year students experienced anxiety and a lack of confidence towards their impending transition into professional practice. The WIL course in this case study encouraged students to view career management proactively, as more than generating professional sustenance, but to connect to individual values and working preferences. Students reported that the WIL course helped them gain confidence in their existing skillsets to approach the market. There is an evidence base that as graduates the ‘lifelong' career management benefits of the course continue to be valued. Considerations for WIL praxis include earlier adoption of work-based learning, leverage internal stakeholders to understand the student cohort, and educating academics on assessment design to enhance students' opportunity to learn.

Teaching fellows within this study are graduates participating in a paid postgraduate programme of training and development, providing them with skills for lecturing in higher education. Identifying with widening participation characteristics, as well as the attributes of Y and Z Generations, this study examines a programme firmly rooted in the philosophies of both work-based learning and work-integrated learning. This was a unique approach to offering opportunities which went beyond undergraduate study to graduates of the institution, preparing them for employment through exposure to experiences of shadowing and eventual teaching. This therefore highlights three distinct areas which crucially impacts on their development: social learning within a community of practice (CoP), emotional challenges of imposter phenomenon, and reflective practice. The study concludes with evidence of how providing this opportunity to a generation of individuals, who may not have considered it before, can promote the connections between theory and practice as part of their practical experience.

The use of online platforms in higher education as an alternative to traditional residential classrooms has grown dramatically in recent years. The integration of online technology into pedagogy technology is acknowledged as a useful means for addressing the characteristics of Generation Z, an age cohort for which technology is second nature. This chapter examines the efficacy of the use of audio recordings as an additional pedagogical tool for engaging students in both active learning and information dissemination on career opportunities and methods for career advancement. Specifically, the chapter reports on a case study in which active learning was employed in an online course – Retail Management – an undergraduate elective course taught in the marketing major at a large public institution. Audio recordings, labeled “Professionals on Demand (PODcasts)” were used to provide insights into career explorations, job searching, and networking. To conclude, directions for future teaching practice and research are provided.

Aim/Purpose: This study examined students’ attitudes to characteristics of learning in Zoom, attitudes to the quality of teaching in Zoom and ways of learning, about a year after the outbreak of the COVID-19 crisis. Background COVID-19 crisis caused exposure to online learning on the largest scale known in human history, and that together with the challenges of the transition to online learning, there are also opportunities to change perceptions of teaching and learning, and to include new ways in the learning and teaching process in higher education. Methodology: The research question was: What are students’ attitudes to the characteristics of learning in Zoom, the quality of teaching in Zoom and ways of learning in Zoom? The study is a quantitative one, the questionnaire contained closed questions, and 712 students who study in higher education institutions in Israel participated in the study. Contribution: Facilitators, inhibitors, implications and recommendations were identified. Findings: The findings showed that most students are satisfied with learning in Zoom, and that there was a significant improvement in the students’ attitudes towards learning in Zoom during their studies in the shadow of Covid-19. It was found that older students have more positive attitudes towards learning in Zoom, and learning disorders are connected to more negative attitudes towards learning in Zoom; however, there was also an improvement in the attitudes of students with learning disorders, during their learning experience in the shadow of COVID-19. Recommendations for Practitioners: This study shows that most students are satisfied with learning in Zoom and that there was a significant improvement in students’ attitudes towards learning in Zoom during their studies in the shadow of COVID-19, a year after the outbreak of the COVID-19 crisis. Recommendations for Researchers: It was found that older students have more positive attitudes towards learning in Zoom, and learning disorders are connected to more negative attitudes towards distance learning; however, among students with learning disorders there was also an improvement in attitudes during their studies in the shadow of COVID-19. Impact on Society: The present crisis could be a catalyst for processes that have been taking place in recent years in the use of technology in teaching and learning and in the transition to online learning. Future Research: Future research on the effectiveness of learning by means of Zoom in higher education could examine parameters such as evaluation of the learners’ achievements, the quality of the assignments presented by the students, meeting schedules, whether lecturers manage to teach all the subject matter, the quality of the discussions in Zoom, use of technological tools, use of 21st century skills and similar.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***