Abstract
In 2017, the International Bureau of Education (IBE) at the United Nations Educational, Scientific and Cultural Organization (UNESCO) put forth seven global competences to address accelerating technological progress and increasing levels of complexity and uncertainty affecting many facets of society (Marope, 2017). These competences were used in examining participant discourse in a global, collaborative digital makerspace environment, where students ages 12 to 17 from six countries develop and share STEM-focused media artifacts. The participants communicate synchronously through video conference calls, referred to as online global meet-ups. The meet-ups allow students to present media artifacts they have created, share ideas, exchange information, and provide feedback. In this analysis, epistemic network analysis (ENA), a technique in quantitative ethnography, is used to examine the connections made among the IBE-UNESCO global competences in a meet-up involving participants from Finland, Kenya, and the U.S. ENA network models were created initially for the three sites, then further disaggregated by time segment to analyze how participant discourse patterns may have evolved in each context. Through this approach, the paper explores more broadly the interactive role of media making, cross-cultural engagement, and collaborative learning in the development of global competences in students.
Highlights
The workforce continues to adapt to the changing needs of technology advances
Sustainable Development Goals (SDGs)#4 addresses quality education, to provide inclusive and equitable educational opportunities for all. This was further addressed by the Educational 2030 Incheon Declaration and Framework for Action adopted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2016, which expanded on SDG#4 to provide a new vision for education in 2030
In 2017, the International Bureau of Education (IBE), a program supporting UNESCO, put forth a set of capacity-building competences for education systems that inherently address these targets in their curriculum
Summary
The workforce continues to adapt to the changing needs of technology advances With revolutionary systems such as complex internet sensors and integrated systems contributing to the rise of Industry 4.0, these developments affect the future of the workforce as well as the learners and education to support it (Marope, 2017). In 2017, the International Bureau of Education (IBE), a program supporting UNESCO, put forth a set of capacity-building competences for education systems that inherently address these targets in their curriculum These competences, seen, reflect the means to equip students to adapt to the shifting needs of Industry 4.0 while developing skill sets in interacting in a globalized context
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
