Twenty-first Century Education Research Articles

Twenty-First Century Teaching Skills of Teachers in Chinese Educational Institutions in Central Philippines

Twenty-first teaching skills are necessary to meet the demands of the 21st-century educational curriculum. Anchored on the framework of 21st century learning and partnership for 21st century skills, this study assessed the teachers’ practice of 21st century teaching skills among Chinese schools in Central Philippines in terms of critical thinking, collaboration, communication, creativity and innovation, self-direction, making global connections, making local connections, and using technology as a tool for learning relative to their age, sex, educational attainment, years of teaching, and designation. Likewise, it compared their teaching skills assessment when grouped to demographics. Using the quantitative design, the 112 stratified randomly sampled teachers responded to the standardized questionnaire. It was responded using very great to very poor extent. The data were analyzed using mean, standard deviation, and independent sample t-test. Meanwhile, the researcher adhered to the Philippine Health Research Ethics Board (PHREB). Generally, their teaching skills extent was great. Also, there was no difference in their age, sex, educational attainment, and years of teaching. However, there was a difference in designation where high school rated higher than elementary teachers. Hence, trainings are essential in continuously improving in 21st century teaching skills. Also, the results partially validated the theory. With these, further studies are recommended to validate the claims.

A systematic review on the formative assessment practice in teaching and learning in secondary school

Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.

Minding the Gap

Abstract Inquiry-based learning, that is, developing student capacity to frame and answer significant questions, is at the forefront of twenty-first century education. Expecting students to ask and solve genuine research questions creates a challenging teaching proposition that editorial cartooning can help solve. While the educational use of editorial cartooning is not a novel concept, asking our students to locate cartoons based on a topic of their choosing and to analyze the satirical debate across these cartoons serves as an accessible inquiry-driven research project for first-year college classes that introduces them to academic databases. This essay details the three-step process used in the college classroom: first, to “mind the gap,” that is, to apply specific rhetorical tools, like parody and juxtaposition, as a means of identifying and analyzing satire; second, to “mine the gap,” that is, to contextualize the cartoons by researching articles about contemporary culture and politics; and third, to “make the gap known” — to share their information with others through an oral presentation and a written essay. This editorial cartoon project, by educating students in research-encountering behavior, provides a genuine model of inquiry and analysis.

Education and Industrial Revolution 4.0: Prospects and Challenges to ASEAN Education in the Case of Philippine Education

ASEAN Education is confronted with the emerging paradigms of twenty-first century education brought about by the rapid globalization process and the dawning of the new industrial revolution popularly dubbed as “IR 4.0” (Industrial Revolution 4.0). IR 4.0 demands a new framework of education – one that readies individuals with appropriate, competent, and highly innovative skills as man-machine collaboration intensifies. Hence, there is now a shift of focus from improving industrial machines to investing more in human capital. This is the pathway ASEAN education is traversing right now. ASEAN Education aims primarily at producing highly skilled service providers who are twenty-first century ready and who will work effectively and efficiently for industries in the IR 4.0. Nevertheless, education is more than being able to stabilize and improve one’s economic standing in life. There is a more noble purpose towards which one undertakes the tedious process of learning. That is: to be fully human and transform the world. Using Paolo Freire’s Critical Pedagogy, the modalities and paradigms of twenty-first century education were critiqued in order to align with this vision. Thus, with the ongoing innovative progress in ASEAN Education, serious considerations arise: “Will the alignment of man and machine to enable new possibilities cause further alienation for humanity?”; “When real classrooms are substituted by virtual classrooms, will healthy social interaction be maintained?”; “Are the trends of the twenty-first century education truly set towards the furtherance of human depth and breadth? Keywords: criticality, education, fourth industrial revolution, globalization

A STRATEGY OF ADOPTING COLLABORATIVE TEACHING IN MATHEMATICS FOR HIGHER EDUCATION

Research has established collaborative teaching method as a means for educators to deliver instruction to students by performing collaborative practices among themselves or in the collaboration with industry experts. By collaboratively sharing their knowledge to students and applying different teaching techniques, students gain the benefits by learning from different educators and the industry expert. The collaborative teaching is a form of twenty-first century teaching method that benefits to both students and educators. However, there is still lack of research conducted that focuses on the full strategies to implement collaborative teaching in online distance learning (ODL) and face to face modes. Hence, this study aims to provide comprehensive strategies for adopting collaborative teaching in Mathematics subject for higher education in both ODL and face to face sessions. A qualitative technique was used to document the strategies of implementing collaborative teaching approach in class and to obtain feedback from educators and students regarding the implementation of collaborative teaching. The findings revealed that there were three phases adopted; pre collaborative teaching phase, collaborative teaching phase and post collaborative teaching phase. The effectiveness of the sessions depends on the planning in the pre collaborative teaching phase. It was shown that most students and educators had a positive impact on the collaborative teaching approach. This study can act as a reference for other educators to implement collaborative teaching strategies in their subject matter. In addition, it helps educators to have a better understanding of educators’ and students’ perceptions of adopting collaborative teaching.

Utilization of Media Technologies and Web 2.0 Tools in Teaching Science among DOST-STAR Teachers

Twenty-first century education defines instruction in the context of technologies utilization. This study was conducted to explore the scope of utilization of media technologies and Web2.0 tools using a pre-validated and pilot-tested three-part questionnaire as the main instrument to 69 purposive and conveniently selected teacher-recipients in schools of Region-implementers of the Department of Science and Technology Project Science Teacher Academy for the Regions (DOST-STAR): I, III, IVA, NCR, V, VI,VII, IX, and X to determine the demographic profiles of the respondents, identify the media technologies and Web 2.0 tools utilized in science instruction, determine the media utilization of Web 2.0 tools in teaching science and make intervention design to enhance utilization of media technologies and Web 2.0 tools in teaching Science. Findings show that most of the DOST-STAR teacher-respondents have been teaching at the Junior High School level for less than 10 years, with preservice Science specialization and are master’s degree holders. Media technologies of personal computer or laptop for science instructions have been widely utilized with the Web 2.0 tools as mirroring devices, Office tools, Messenger micro blogging, and portable data file (PDF) for media utilization on learning management, online assessment, and open resources with application of structure, media richness and transactional distance learning. In conclusion, media utilization with application of web 2.0 tools capacitates science teachers in their practice. Intervention designs integrating media utilization of Web 2.0 tools in science instruction could further enhance capacity-building facilitation.

PUBLIC SCHOOL LEADERS’ LIVED EXPERIENCES ON 21ST CENTURY LEADERSHIP: A PHENOMENOLOGICAL STUDY

The twenty-first century has brought about new innovations and challenges in the field of education. The major goal of this study is to investigate the experiences, problems, coping techniques, and insights of Pantukan South District public-school educational leaders leading in the twenty-first century. It employs the qualitative phenomenological research method and relies on in-depth interviews to collect data. Six educational leaders from Pantukan South District were chosen as research participants using a purposive sample technique. This study indicated that educational administrators confront numerous obstacles in dealing with their staff, fiscal matters, stakeholders, and learners. They were shown, however, developing coping mechanisms to alleviate their predicament. This study also emphasized the hard effort and strong commitment of public-school educational leaders to their jobs. As a result, it was found that, despite all of the obstacles that educational leaders in the twenty-first century face, they can always find ways to cope and adapt. As a recommendation, educational leaders should continue to improve themselves, both personally and professionally, by attending trainings and seminars with the assistance of the department of education. The findings of this study would serve as a springboard for future research into the experiences of other school administrators, instructors, and students who had also witnessed changes in 21st-century education. KEYWORDS: Twenty-first century education, public school administrators, Phenomenology

A praxis of hope: lessons from the ‘untested feasibility’ for twenty-first century education

ABSTRACT This article offers a contemporary interpretation of the work of global educator, Paulo Freire, inspired by the concept of ‘untested feasibility’ which he first expounded in his work Pedagogy of Hope. Our purpose is to pay particular attention to some relevant lessons stemming from the imagination of what has so far been untested and yet is feasible, which Freire closely associates with his views on utopia. These lessons remain fully valid for education in the twenty-first century in a globalised world characterised by tensions and uncertainties. In this sense, these pages pay homage to Paulo Freire as global educator and respond to his willingness to revive and discuss his intellectual and human legacy in order to keep it alive. We share some reflections, inspired by Paulo Freire as a global educator, and his dialogues with other thinkers, so that, together, we may find encouragement for the kind of educational commitment that may contribute to improve the fate of the world. In short, this is an invitation to the praxis of untested feasibility that may provide us with the resources that are needed to set out for a journey of hope.

Effectiveness of a teaching methodology based on the theory of historical thinking through active methods and digital resources in Spanish adolescents

Twenty-first century education is firmly committed to training young people in new competencies that are transferable to a variety of life situations. Historical thinking as a methodological theory is emerging in a large number of countries. In thinking historically, the skills of the historians are used, so that the sources of the past can be interpreted and the generation of effective historical narratives can be enhanced. This study aims to compare the general perception of the teaching of history between two groups of baccalaureate students, with respect to the effectiveness and transferability of learning historical thinking. Specifically, the existing perception of the implementation of historical thinking competencies is collected after the pre- and post-evaluation of a unit plan developed with 93 students. A quantitative method was used, namely a quasi-experimental design with a non-equivalent control group. The results indicate a substantial improvement in the responses observed in the experimental group, compared to those obtained in the control group. This impact is associated with the didactic methodology implemented with both groups, which showed notable changes in the perception of the theory of historical thinking, as well as in the use of other digital resources and active methods. For the future, it is imperative to transfer these first indications to controlled evaluations of academic outcomes to consolidate the academic status of competency-based teaching in secondary education levels.

Perception of pre-service teachers in using Google Docs for lesson plan writing.

In the twenty-first century education is technology driven. The pre-service teachers are the future educators and lesson planning is an integral part of the curriculum of a pre-service teacher. Though at present everything is being digitalized and paperless, it has been seen that lesson plans are still being handwritten in the traditional way. This study aims at analysing the benefits of Google Docs in writing lesson plans. The sample for this study consisted of 60 pre-service teachers from two teacher training colleges in Goa, India. A 5-point Likert scale consisting of 15 items has been used to gauge the perception of pre-service teachers in using Google Docs. The data obtained has been analysed using SPSS 28. From the study it has been seen that a majority of the participants are in favour of using Google Docs for writing lesson plans.

Automated Exploration of Envelopes and Offsets with Networking of Technologies

We explore envelopes and offsets of plane curves using automated methods, based on the usage of Computer Algebra Systems and Dynamical Geometry Systems. Work is performed using both parametric presentations and implicit equations. Implicitization involves well-known algorithms from the theory of Gröbner bases. In particular, irreducibility of the involved polynomials, whence irreducibility of the obtained curves is checked using the latest developments of the software tool GeoGebra Discovery. We conclude with comments on the 4C’s of twenty-first century Education, applied to mathematics and show how networking between technologies provides a suitable environment to apply and develop a 5th C, namely curiosity.

Understanding creative teaching in twenty-first century learning among Islamic education teachers during the COVID-19 pandemic.

Education during the COVID-19 pandemic required teachers to be creative because students might not be able to complete education in a normal way. However, Islamic education teachers seem to lack the skills and attitudes required for twenty-first century learning, including creative teaching. The purpose of this study is to explore if Islamic education teachers were able to teach creatively by responding to twenty-first century learning during the pandemic. A qualitative methodology was adopted using a case study design. The sample consisted of four Islamic education teachers from Putrajaya schools. Our findings illustrated that there were six themes that emerged as elements of creative teaching in twenty-first century learning. These were: student-centered learning, twenty-first century teaching, creative inspirations, creative strategies, creative activities, and alternative evaluation. This study found Islamic education teachers to be creative in teaching and it demonstrated the professional development of Islamic education teachers.

Assessment of Language Education Lecturers’ Computer and Digital Literacy Skills towards E-Learning

Computer literacy is just as important in our modern world twenty-first century, digital literacies effectively prepare learners to acquire develop and prepare for better job prospects. The aims of this study analyses assessment of language education lecturers’ computer and digital literacy skills towards e-learning. The study adopted descriptive research of the survey type. The population for the study consisted all lecturers in the department of Language Education Lecturers. Eight language lecturers were purposefully selected for the study. The instrument for data collection was an adapted questionnaire. Descriptive statistics were used to answer the research question with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant. The findings indicated that some of these language education lecturers, though had some knowledge and skills in computers and digital literacy but their depth of applications of computer and digital knowledge and skills was limited or unsophisticated, and therefore did not meet the required computer and digital literacy skill competencies for language teaching and learning in the twenty-first century. This study concluded that computer, digital literacy and communication skills are compulsory requirements for twenty-first century education and job opportunities and Limited knowledge, skills and confidence in certain applications of some tools that are necessary and very relevant for effective use of them in teaching and learning. The study recommends that training in computer-assisted language learning should be included in language teacher education for both pre-service and in-service teachers.

An AI-based open recommender system for personalized labor market driven education

Attaining those skills that match labor market demand is getting increasingly complicated, not in the last place in engineering education, as prerequisite knowledge, skills, and abilities are evolving dynamically through an uncontrollable and seemingly unpredictable process. Anticipating and addressing such dynamism is a fundamental challenge to twenty-first century education. The burgeoning availability of data, not only on the demand side but also on the supply side (in the form of open educational resources) coupled with smart technologies, may provide a fertile ground for addressing this challenge. In this paper, we propose a novel, Artificial Intelligence (AI) driven approach to the development of an open, personalized, and labor market oriented learning recommender system, called eDoer. We discuss the complete system development cycle starting with a systematic user requirements gathering, and followed by system design, implementation, and validation. Our recommender prototype (1) derives the skill requirements for particular occupations through an analysis of online job vacancy announcements; (2) decomposes skills into learning topics; (3) collects a variety of open online educational resources that address those topics; (4) checks the quality of those resources and topic relevance with three intelligent prediction models; (5) helps learners to set their learning goals towards their desired job-related skills; (6) recommends personalized learning pathways and learning content based on individual learning goals; and (7) provides assessment services for learners to monitor their progress towards their desired learning objectives. Accordingly, we created a learning dashboard focusing on three Data Science related jobs and conducted an initial validation of eDoer through a randomized experiment. Controlling for the effects of prior knowledge as assessed by means of a pretest, the randomized experiment provided tentative support for the hypothesis that learners who engaged with personal recommendations provided by eDoer to acquire knowledge of basic statistics, attained higher scores on the posttest than those who did not. The hypothesis that learners who received personalized content in terms of format, length, level of detail, and content type, would achieve higher scores than those receiving non-personalized content was not supported.

Teacher’s Views on Training and Capacity Building in Education

Education is the life process by the continuous development and reconstruction of experiences. It involves the capacity of all those abilities which will enable individuals to control environment, adjust him in that environment and fulfill his all responsibilities. Twenty-first century education is about skills –sets of processes. Our students need to be able to adapt to contexts, meet challenges, and solve problems that are as yet unknown. Training is teaching or developing in oneself or other’s any skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one’s capability, capacity, productivity and performance. Capacity is the ability or innate disposition of a person or entity to be self- sustained. Capacities are developed from inner due to external knowledge. Capacity building or capacity development is the process by which individuals and organizations obtain, improve, and retain the skills, knowledge, tools, equipment and other resources needed to do their jobs competently or to a greater capacity. The purpose of the present study is to find out the role of teacher’s in training and capacity building in Education. The dimensions of the study are importance of training in education, suggestive strategies of capacity building, and mind set of teachers for capacity development. The investigators have proposed to use qualitative method for the present study. The results will provide information about teacher’s views and different methods for capacity building.

Towards competence-oriented higher education: a systematic literature review of the different perspectives on successful exit profiles

PurposeThe twenty-first century education system seeks to meet the societal demands of economic effectiveness and the unique professional development needs of individuals. This paper aims to discuss the qualities of competence-oriented educational processes and the recent movement towards competence-based curricula in higher education.Design/methodology/approachThis study follows a systematic literature review (SLR) methodology to explore the concept of competence within the context of educational science. The subsequent thematic synthesis analyses the findings of reviewed publications regarding graduate attributes in competence-oriented higher education and their perspectives and working-life expectations on exit profiles.FindingsInterest in competence-oriented education, training and learning has grown in recent years, resulting in numerous theoretical and technical pedagogical applications in higher education. Nonetheless, ambiguous terminology presents a significant challenge, which is demonstrated by the inconsistent language of the study's results. Moreover, there is an obvious need for teachers' in-service training. The qualitative synthesis of this article will be useful for both educational and working life sectors to inform and promote different perspectives on competence-oriented educational processes. A clear articulation of competences is crucial for reforming higher education to meet students' interests and recognise their work-life needs.Originality/valueThe concept of competence has been under-investigated in higher education research and practices. This study offers novel insights and practical implications for competence-oriented learning concerning the paradigmatic change across higher education.

Global Competencies for Engineering Program Graduates from an Industry Perspective

Twenty-first century education in engineering has expanded from a local to a global level. Nowadays, it plays a significant role in connecting students with the global community and raising awareness of global issues. In particular, global collaborative environments in the corporate world require engineers with global professional competencies and skills. The need to identify and assess these competencies and skills has been the focus of industry leaders in recent years. It is crucial that engineering graduates’ competencies and skills match the features and qualities required by the industry. The purpose of this study is to assess the importance of global competencies and skills required from engineering graduates wishing to work globally from the perspective of well-known Thai and multinational companies based in Thailand. It is anticipated that the findings of this research work will be useful to engineering students, faculties, and management teams of institutes in developing a new engineering curriculum that provides the necessary competencies and skills. In this way, it will also be useful to industry by providing professional engineers with the appropriate global competencies and skills, thus contributing to the economic progress of the country.

DIGITAL HUMAN SKILLS FORM THE CORPORATE ECONOMY AND BUSINESS DEVELOPMENT

Digitalization, intensified by the COVID-19 pandemic, presents great opportunities for economic growth and development of businesses. At the same time, it brings challenges such as new requirements for human skills. To facilitate digital transition in the corporate sector and obtain its benefits, there is high demand for people skilled in the existing digital technologies and able to adapt to changes quickly. Digital transformation demands lifelong learning and reinforces the link between education, training, and work. Educators and other professionals in the field need to adjust to being “twenty-first century educators” and to consider a range of new digital skills that will allow students to develop a variety of professional and personal abilities. To examine human skills required by digitalization, this study set out to investigate elements of an existing digital learning environment in a university based on feedback from its 2020 spring term students. The research is grounded in a social cognitive perspective of self-regulation and in recent contributions from the multidisciplinary humancomputer interaction (HCI) field. The data came from the total of 2,347 university students, was collected through an online survey, evaluated using the SPSS software, and qualitatively analyzed. The study revealed that students pinpointed three groups of problems in online learning: the process of concentration and self-regulation; the process of getting feedback from tutors and peers; and technical difficulties with staying connected. The researchers attempted to shed light on self-regulation as an essential human skill that is required for successful business and corporate development in the digitalized environment.

Exploring the Korean adolescent empathy using the Interpersonal Reactivity Index (IRI)

The educational approach of empathy has been prominently mentioned as a possible solution to the dehumanization occurring as a byproduct of the rapid development of science and technology in modern society. This study aims to identify the characteristics of Korean adolescents on the empathy factor, as a core competency of twenty-first century education, and the applicability of the empathy scale. This study analyzed 688 Korean adolescents’ cognitive and affective empathy using the Interpersonal Reactivity Index (IRI). Korean adolescents showed an increase in all four factors of IRI as they got older. According to gender, females’ empathy was higher in all four factors. In terms of the validity of the scale, the difference in subscales by gender was obvious. But, the instability in subscales by age of the Perfective Taking (PT) and Personal Distress (PD) was shown. Especially, PD had an insignificant correlation with other subscales. By revealing the limitations of the IRI, this study suggested ways to improve it. Therefore, this study will contribute to the educational foundation of Korean adolescents’ empathic ability.

“LET’S WRITE A CAPTION!”: UTILIZING INSTAGRAM TO ENHANCE ESP STUDENTS’ WRITING SKILLS

The integration of technology in language classroom is a prerequisite in the twenty-first century teaching. Social media as part of technology advancement has a great potential to improve students’ motivation and the efficacy of learning a language. Therefore, the present study sheds light on the effect of the use of Instagram on ESP students’ writing ability. It involved 36 Indonesian ESP students majoring in Sharia Banking of a university in Surakarta Indonesia. The pre-experimental research was conducted in eight meetings, including the writing pre-test and post-test. The students were assigned to write a descriptive essay by means of Instagram as the instructional medium. A questionnaire was also given to reveal their perceptions toward the use of Instagram to practice writing. The result of the data analysis showed that there was a significant difference on the students’ writing scores between the pre-test and the post test. The finding of this study is expected to provide significant contribution to the realm of English for specific purposes (ESP) teaching in Indonesia. Based on the findings, some insights are given for teachers and future researchers about the potential use of Instagram on the teaching of writing.