Toward an Understanding of 21st-Century Skills: From a Systematic Review

Autor/in	Chen, Dandan
Titel	Toward an Understanding of 21st-Century Skills: From a Systematic Review
Quelle	In: International Journal for Educational and Vocational Guidance, 23 (2023) 2, S.275-294 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Dandan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0251-2513
DOI	10.1007/s10775-021-09511-1
Schlagwörter	21st Century Skills; Research Reports; Educational Research; Trend Analysis; Learning Processes; Adaptive Testing; Career Guidance; Academic Advising + Suchen Sie Ihr Suchwort? Research report; Forschungsbericht; Bildungsforschung; Pädagogische Forschung; Trendanalyse; Learning process; Lernprozess; Berufsorientierung; Akademischer Rat
Abstract	The first two decades of the twenty-first century witnessed the blossoming of frameworks to conceptualize "21st-century skills" both in school and career. However, there is still a lack of consensus about what we are talking about when using the term "21st-century skills," as the existing frameworks on "21st-century skills" are different from each other. Drawing upon 471 existing sources published in 2000-2017 regarding "21st-century skills," identified from six research databases, this study was intended to answer the following research question via a systematic review: What skills had been considered as "21st-century skills" in the existing educational research literature? Seven categories or domains of knowledge and skills emerged when investigating this literature. Implications and future research directions about how adaptive learning and adaptive testing in the new century can empower educational and vocational guidance were briefly discussed at the end of this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01