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    iCEV
    https://www.icevonline.com/blog/what-are-21st-century-skills
    What Are 21st Century Skills? - iCEV | Online
    What are 21st Century Skills?
    Each 21st Century skill is broken into one of three categories: Learning skills (the four C’s) teach students about the mental processes required to adapt and improve upon a modern work environment. Literacy skills (IMT) focuses on how students can discern facts, publishing outlets, and the technology behind them.
    icevonline.com
    21st century skills - Wikipedia

    • Seven Survival Skills
    • Chris Dede, Comparing Frameworks for "21st Century Skills", Harvard Graduate School, July 2009.
    • How Do You Define 21st-Century Learning?
    • Making 21st Century Schools – Creating Learner-Centered Schoolplaces/Workplaces for a New Culture of Students at Work, Bo…

    • Seven Survival Skills
    • Chris Dede, Comparing Frameworks for "21st Century Skills", Harvard Graduate School, July 2009.
    • How Do You Define 21st-Century Learning?
    • Making 21st Century Schools – Creating Learner-Centered Schoolplaces/Workplaces for a New Culture of Students at Work, Bob Pearlman
    • About eSTEM

    Wikipedia

    21st century skills comprise skills, abilities, and learning dispositions identified as requirements for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of an international movement focusing on the skills required for students to prepare for workplace success in a rapidly changing, digital society. Many of these skills are associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork, which differ from traditional academic skills as these are not content knowledge-based.

    During the latter decades of the 20th century and into the 21st century, society evolved through technology advancements at an accelerated pace, impacting economy and the workplace, which impacted the educational system preparing students for the workforce. Beginning in the 1980s, government, educators, and major employers issued a series of reports identifying key skills and implementation strategies to steer students and workers towards meeting these changing societal and workplace demands.

    Western economies transformed from industrial-based to service-based, with trades and vocations having smaller roles. However, specific hard skills and mastery of particular skill sets, with a focus on digital literacy, are in increasingly high demand. People skills that involve interaction, collaboration, and managing others are increasingly important. Skills that enable flexibility and adaptability in different roles and fields, those that involve processing information and managing people more than manipulating equipment—in an office or a factory—are in greater demand. These are also referred to as "applied skills" or "soft skills", including personal, interpersonal, or learning-based skills, such as life skills (problem-solving behaviors), people skills, and social skills. The skills have been grouped into three main areas:
    • Learning and innovation skills: critical thinking and problem solving, communications and collaboration, creativity and innovation
    • Digital literacy skills: information literacy, media literacy, Information and communication technologies (ICT) literacy
    • Career and life skills: flexibility and adaptability, initiative and self-direction, social and cross-cultural interaction, productivity and accountability
    Many of these skills are also identified as key qualities of progressive education, a pedagogical movement that began in the late nineteenth century and continues in various forms to the present.

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    Since the early 1980s, a variety of governmental, academic, non-profit, and corporate entities have conducted considerable research to identify key personal and academic skills and competencies needed for the current and next generation. Though identification and implementation of 21st century skills into education and workplaces began in the United States, it has spread to Canada, the United Kingdom, New Zealand, and through national and international organizations such as APEC and the OECD.

    In 1981, the US Secretary of Education created the National Commission on Excellence in Education to examine the quality of education in the United States." The commission issued its report A Nation at Risk: The Imperative for Educational Reform in 1983. A key finding was that "educational reform should focus on the goal of creating a Learning Society." The report's recommendations included instructional content and skills:

    Five New Basics: English, Mathematics, Science, Social Studies, Computer Science Other Curriculum Matters: Develop proficiency, rigor, and skills in Foreign Languages, Performing Arts, Fine Arts, Vocational Studies, and the pursuit of higher-level education. Skills and abilities (consolidated):
    • enthusiasm for learning
    • deep understanding
    • application of learning
    • examination, inquiry, critical thinking and reasoning
    • communication – write well, listen effectively, discuss intelligently, be proficient in a foreign language,
    • cultural, social, and environmental – understanding and implications
    • technology – understand the computer as an information, computation, and communication device, and the world of computers, electronics, and related technologies.
    • diverse learning across a broad range – fine arts, performing arts, and vocational
    Until the dawn of the 21st century, education systems across the world focused on preparing students to accumulate content and knowledge. As a result, schools focused on providing literacy and numeracy skills students, as these were perceived as necessary. However, developments in technology and telecommunication have made information and knowledge easily accessible. Therefore, while skills such as literacy and numeracy remain relevant and necessary, they no longer sufficiently prepare students for 21st century workplace success. In response to technological, demographic and socio-economic changes, education systems began shifting toward curricula and instruction that integrated a range of skills involving, not only on cognition, but interdependencies of cognitive, social, and emotional characteristics.

    Notable efforts were conducted by the US Secretary of Labor's Commission on Achieving Necessary Skills (SCANS), a national coalition called the Partnership for 21st Century Skills (P21), the international Organisation for Economic Co-operation and Development, the American Association of college and Univers…

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    The skills and competencies considered "21st century skills" share common themes, based on the premise that effective learning, or deeper learning, requires a set of student educational outcomes that include acquisition of robust core academic content, higher-order thinking skills, and learning dispositions. This pedagogy involves creating, working with others, analyzing, and presenting and sharing both the learning experience and the learned knowledge or wisdom with peers, mentors, and teachers. Additionally, these skills foster engagement; seeking, forging, and facilitating connections to knowledge, ideas, peers, instructors, and wider audiences; creating/producing; and presenting/publishing. The classification or grouping has been undertaken to encourage and promote pedagogies that facilitate deeper learning through both traditional instruction as well as active learning, project-based learning, problem based learning, and others. A 2012 survey conducted by the American Management Association (AMA) identified three top skills necessary for their employees: critical thinking, communication and collaboration. Below are some of the more readily identifiable lists of 21st century skills.
    The Common Core Standards issued in 2010 intended to support the "application of knowledge through higher-order thinking skills." The initiative's stated goals promote the skills and concepts required for college and career readiness in multiple disciplines and life in the global economy. Skills identified for success in the areas of literacy and mathematics:
    • cogent reasoning
    • evidence collection
    • critical-thinking, problem-solving, analytical thinking
    • communication
    Following the release of A Nation at Risk, the U.S. Secretary of Labor appointed the Secretary's Commission on Achieving Necessary Skills (SCANS) to determine the skills needed for young people to succeed in the workplace fostering a high-performance economy. SCANS focused on a "learning a living" system. In 1991, an initial report was issued titled, What Work Requires of Schools. The report concluded that a high-performance workplace requires workers who have key fundamental skills: basic skills and knowledge, thinking skills to apply that knowledge, personal skills to manage and perform; and five key workplace competencies.

    Fundamental skills:
    • Basic skills: reads, writes, performs arithmetic and mathematical operations, listens and speaks.
    • Thinking skills: thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons
    • Personal qualities: displays responsibility, self-esteem, sociability, self-management, and integrity and honesty
    Workplace competencies:
    • Resources: identifies, organizes, plans, and allocates resources
    • Interpersonal: works with others (participates as member of a team, teaches others new skills, serves clients/customers, exercises leadership, negotiates, works with diversity)
    • Information: acquires and uses information (acquires and evaluates, organizes and maintains, and interprets and communicates information; uses computer…

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    After an extensive, 3-year review and synthesis of 111 global frameworks and 861 research papers, and using natural language processing and orthogonality analysis, CCR published in 2019 and updated in 2024 a list of ten competencies that concatenate the 250+ different terms used worldwide into:
    • Skills: Creativity, Critical Thinking, Communication, Collaboration.
    • Character: Curiosity, Courage, Resilience, Ethics.
    • Meta-Learning: Metacognition & Metaemotion
    Additionally, CCR mapped the various competencies to the academic disciplines most conducive to their development. During its comprehensive research on AI’s present and future capabilities in education, CCR added an analysis of the more critical competencies in the age of AI, adding an “Emphasis” designation on specific facets of these competencies. For instance, since incremental creativity is reachable by AI, the human emphasis should be on imagination.

    Lastly, CCR introduced the motivational drivers of personalized learning in an age of AI: Identity (& Belonging), Agency (& Growth mindset), and Purpose (& Passion).

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