Huang, Biyun Jong, Morris Siu-Yung King, Ronnel B. Chai, Ching-Sing Jiang, Michael Yi-Chao
Published in
Frontiers in Psychology
STEM education has been regarded as an important educational initiative for cultivating students' twenty-first century skills. The present work aimed to explore ways to promote students' twenty-first century skills through an integrated STEM-based curriculum. Specifically, we designed and implemented an 8-week crossover program of STEM and communit...
Mahmud, Malissa Maria Wong, Shiau Foong
Published in
Frontiers in Education
Today, the shift toward technology industries has made the applicable skills in high demand in the workforce. However, job training and education in general have not changed enough to keep up with the on-going trends. Concerns over the skills gap in our global workforce have exploded. In response to the demands of labor market and to close the skil...
Fritzsche, Holger Barbazzeni, Beatrice Mahmeen, Mohd Haider, Sultan Friebe, Michael
Published in
Frontiers in Public Health
The typical curriculum of training and educating future clinicians, biomedical engineers, health IT, and artificial intelligence experts lacks needed twenty first-century skills like problem-solving, stakeholder empathy, curiosity stimulation, entrepreneurship, and health economics, which are essential generators and are pre-requirements for creati...
Gómez Parra, María Elena
he so-called ‘twenty-first century skills’ (Hockly et al., 2014) have been identified as essential literacies for the young generation, who must use creativity and innovation, collaboration and teamwork, critical thinking, problem-solving, autonomy, flexibility, and lifelong learning to function effectively. Bilingual pre-service teachers are entit...
Iwata, Megumi Pitkänen, Kati Laru, Jari Mäkitalo, Kati
Published in
Frontiers in Education
Interests in Maker Education have been increasing among K-12 educators. In this study, we focused on one of the contexts of Maker Education, digital fabrication activities, at a makerspace in Finland. We aimed to explore: (1) the potentials and the factors to develop twenty-first century skills and computational thinking practices through digital f...
Cristóvão, Ana M. Candeias, Adelinda A. Verdasca, José Lopes
Published in
Frontiers in Education
In recent decades, several authors have warned of the need to equip students with skills that include critical thinking, creativity, and emotional management. Emotions can facilitate or impede children's academic engagement, commitment, and ultimate school success since relationships and emotional processes affect how and what we learn. Teachers ar...
Portman, Daniel Broido, Monica
Published in
Language Learning in Higher Education
Increasingly, professionally-oriented tertiary institutions are concerned with equipping their students with the English language skills needed in today’s global professional world. The recently extended 2018 Common European Framework (CEFR) provides useful guidance to help institutions develop curricula to achieve this goal. This paper describes a...
Greig, Phillipa Catherine
The shift to a knowledge economy has impacted education, particularly curriculum, as governments demand twenty-first century knowledge workers. This case study was developed as an in-depth consideration of the high school accounting curriculum in Queensland in a time of disruption and curriculum change. The study provided insight into stakeholder k...
Blum-Ross, Alicia Livingstone, Sonia
In this chapter we analyse the widely influential American Academy of Pediatrics’ (AAP) “screen time” guidelines (issued in 1999 and updated in 2016) in relation to the existing evidence about parental mediation and the lived experience of families in the digital age. In our interviews with 73 diverse families in London, we have been struck by how ...
Wright, Natalie
This thesis proposes a new research area and framework for Design-led Educational Innovation which, based on approaches applied from the business, design and education sectors, outlines how design thinking capabilities might be developed for twenty-first century skill development and life-long learning. The framework is validated and refined throug...
