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21st Century Skills for Students

21st Century Skills for Students

21st Century Skills

Transformations in the present job market have made it essential for individuals to obtain a diverse mix of skills. Now, job seekers need to have different traits and abilities than in the past to sustain in this quickly changing and developing time. So, the question is: how do we empower our kids with these skills? The answer is by helping them master 21st-century skills.

 

In this post, we are going to see what exactly 21st-century skills are and why we, the parents, must help the kids to obtain them.

 

Understanding 21st-century skills

Simply put, 21st-century skills stand for a diverse set of core competencies that help today’s learners thrive in the changing job market, as well as, prepare them for the upcoming future. The focus on rote learning and memorization, both of which were mainstream ideas in the past, isn’t going to prepare today’s students for a tech-savvy, increasingly automated world. Today, the global economy depends heavily on innovation, creativity, and collaboration. This shift in demand for skills has understandably triggered a genuine problem in skill supply. And that’s exactly where the importance of 21st-century skills comes into the picture.

 

Though it remains an open question about how educational institutions should respond to the demand for 21st-century skills, these essentially include 4 Cs along with other life skills. Let’s start with the 4 Cs.

 

The 4 Cs

  • Creativity: Things may have worked the best ten years ago in a certain method, which may not work at all today. By learning creativity, students can develop a new structure or pattern in accordance with today’s changed requirements. In short, they become able to see existing concepts from a different viewpoint that leads to innovation.

 

  • Critical thinking: In many occupations, workers have to utilize critical thinking skills to come up with improved and innovative solutions. It is one of the key skills that help them solve complex problems. With the advancements in society, the complexity of problems will also increase. By being able to think critically, students will be able to resolve real-world problems more effectively.

 

  • Collaboration: In this Information age, it has become imperative for students to be able to seamlessly collaborate in both physical and digital spaces. The workforces of the present day and the future are steadily getting collaborative in nature, thanks to the increasingly connected world. Today, the business partners of a company need to be able to communicate and collaborate instantly and this requirement will only grow in the future. By learning how to collaborate with others effectively, future workers will be able to achieve better results for their companies.

 

  • Communication: For any organization, effective communication is one of the most important skills to maintain profitability. The availability of multiple communication formats has made it even more important for students to have the ability to communicate using different formats, not only speech or text. Whether texting, talking face-to-face or using any other format to communicate, students need to be able to define their beliefs and values effectively. In a business setting, unclear communication often leads to poor results which ultimately impact the bottom-line of the company negatively.

 

Other Critical Skills

In addition to the four Cs, 21st-century skills encompass some other crucial skills as well. Let’s take a look at them.

 

  • Analytical thinking: Analytical thinking helps students learn how to view information and data from multiple angles and in distinct dimensions. They master skills such as classification and organization, conceptualization, among others. All these skills ultimately help them handle different problems effectively on both professional and personal front.

 

  • Literacy skills: Literacy skills encompass different yet interconnected skills namely information literacy, media literacy, science, and technology literacy. Information literacy is a skill that helps students understand true online facts without falling prey to misconceptions and myths. Media literacy helps students to identify proper and authentic sources of information in this information-saturated world. In today’s age when different types of advanced gadgets have become almost omnipresent, it has become important for students to have a basic understanding of what these devices do and how. Science literacy includes understanding the nature of modern science and the ability to use scientific information and processes to solve real-life problems. With the help of technology literacy, students can choose appropriate technological tools to meet their needs and use them safely and effectively.

 

  • Character qualities: These include various skills such as adaptability, initiative, curiosity, persistence, leadership, and global awareness. To become a Global Digital Citizen, students need to learn how to practice different personal, online, and global responsibilities to create a better world. Additionally, these qualities help students develop greater resilience and achieve success while working in a rapidly changing business environment.

 

The inception of 21st-century skills

21st Century SkillsThe history of 21st-century skills can be dated back to the late 1980s when a broad variety of non-profit, governmental, and corporate entities along with educators have started to identify the key competencies and skills needed for the current and future generations. The International Commission on Education for Twenty-First Century proposed one of the initial frameworks of 21st-century skills through the Delors Report in 1996. It identified four key principles as the foundational pillars of education. Then another set, which comprised seven survival skills, was identified by the Change Leadership Group and Tony Wagner in 2010. The APEC (Asia-Pacific Economic Cooperation) has mentioned the development of 21st-century skills as a “pressing international concern” with regard to making the youth capable of coping with quickly changing workplaces. The document namely “21st Century Skills and Competences for New Millennium Leaders in OECD Countries” mentioned three key dimensions for 21st-century skills. Finally, the P21 (Partnership for 21st Century Learning) provided three skill sets further advancing the list of resources for educators.

 

In summary, 21st-century skills play extremely important roles in making students capable of coping with a constantly shifting world. As a parent, your focus on these skills shouldn’t be limited to your kids’ school’s mission statement. Instead, it needs to be expanded to various applications. If it seems to be an uphill task, you can start by introducing the kids to some EdTech tools to make the entire process more interesting and engaging.

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JOHN H. FALK

Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University

 

Dr. John H. Falk is Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University. He is a leading expert on free-choice learning; the learning that occurs when people have significant choice and control over what, where, and when they learn.

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Get your syllabus

 

CHRISTINE CUNNINGHAM

Professor of Practice of Education and Engineering at Penn State University

 

Dr. Christine Cunningham is a Professor of Practice of Education and Engineering at Penn State University. Her work focuses on making engineering more relevant, accessible, and inclusive, especially for underserved and underrepresented populations. She does this by creating researched-based engineering curricula for PreK-8 children and their educators. Her book, Engineering in Elementary STEM Education, describes her groundbreaking work. Previously, Cunningham was the Founding Director of Engineering is Elementary. Cunningham has received a number of awards; in 2017 her work was recognized with the prestigious Harold W. McGraw Jr. Prize in Education.

 

CHRIS ROGERS

Chris Rogers Professor and Chair of Mechanical Engineering at Tufts University

 

His research interests are:

Engineering Education, Robotics, and Musical Instrument Design

 

Education

Ph., D Mechanical Engineering, Stanford University
M.S., Mechanical Engineering, Stanford University
B.S., Mechanical Engineering, Stanford University

 

Biography

Chris Rogers earned his B.S., M.S., and Ph.D. in mechanical engineering at Stanford University, where he worked with Professor John Eaton on his thesis on particle motion in a boundary layer flow. Rogers joined the Department of Mechanical Engineering at Tufts School of Engineering in 1989. He is involved in a number of research areas, including particle-laden flows (a continuation of his thesis), telerobotics and controls, the slurry flows in chemical-mechanical planarization, the engineering of musical instruments, measuring flame shapes of couch fires, measuring fruit-fly locomotion, and engineering education (kindergarten to college). At Tufts, Rogers has exercised his strong commitment to teaching by exploring a number of new directions, including teaching robotics with LEGO bricks and teaching manufacturing by building musical instruments. His teaching work extends to the elementary school level, where he talks with over 1,000 teachers around the world every year on methods of introducing young children to engineering.

 

RumeysaDogan

RUMEYSA DOGAN

Co-founder and COO at TechDev Academy

  • Graduated from top-ranked business school with high honor
  • Worked in top global companies as Vodafone, Benetton Group, etc
  • Experienced in Product Management and Digital Marketing Analytics
  • Managed Entrepreneurship Club and mentored several entrepreneurs

 

 

ismail-marulcu

ISMAIL MARULCU

Co-founder & Chief Education Officer at TechDev Academy

  • Educator and Researcher since 2001
  • M.Ed. in Curriculum and Instruction from Boston College
  • Ph.D. in STEM Education from Boston College
  • Mentored more than 100 pre-service teachers, college students, and high school students

 

 

PaolaGomez

PAOLA G. GONZALES

Mentor & Educator

  • over 2,000 hours mentoring students and 4 years of teaching experience
  • spearheaded a nonprofit organization that provides mentorship to underrepresented students at the UC, Davis
  • an active member of the Surfrider Foundation

 

 

AyushKanodia

AYUSH KANODIA

Ph.D. Student in Computer Science at Stanford

  • Ph.D. Candidate in Computer Science at Stanford Uni.
  • Worked as a software engineer for Google
  • Expert in the intersection of Computer Science and Economics.

 

 

KairatSabyrov

KAIRAT SABYROV

Ph.D., Data Scientist

  • B.S. in chemistry and physics
  • Ph.D. In physical chemistry
  • Data science instructor at Lambda School
  • Worked at Lawrence Berkeley National Lab at the UC, Berkeley

 

 

BAHRUDIN TRBALIC

Ph.D., Candidate at Stanford University

  • Studied Physics & Electrical Engineering at MIT.
  • Worked at MIT as a Medical Data Analyst and Product Developer.
  • The founder and lead developer of Expert Experiments.
  • Received the 2023 Robert H. Siemann Graduate Fellowship and 2022 NASA Astrophysics Research and Analysis Award.
  • Spearheaded STEM camps across Europe and Asia.
  • He has been mentoring students for years.

 

 

SHASHA ANRONIKOV

Researcher at Stanford University

  • Recent honors graduate from Cornell University with a major in biological sciences and a minor in business at the College of Agriculture and Life Sciences.
  • Currently working at Stanford University in the Nolan Lab to conduct immunopathology research.

 

 

LISA WANG

BSc Harvard University Graduate

  • Studied Environmental Science and Engineering.
  • Cross-registered to Harvard Univ. and MIT.
  • An advisor to the Harvard Undergraduate Clean Energy Group.
  • Co-founder of Coolant, a company that builds software to unlock nature-based carbon markets.

 

 

SEMI HASAJ

MBA Data Scientist at C3 AI

  • Studied Data Science while obtaining his Master's of Business Analytics at MIT.
  • Studied Space Engineering in Toronto, Canada where he grew up.
  • He has spent years tutoring others because he loves to help people learn and grow.

 

 

SAMY AWWAD

Junior at Stanford University

  • Studying Symbolic Systems with a focus on Neurosciences and plans to be a medical doctor.
  • Founded ImmuniGlobal, a national nonprofit in vaccine education, and he was featured in Healthline magazine.
  • A published researcher in PubMed.
  • Honored by the CDC as a Flu Fighter during the COVID-19 pandemic.
  • Enthusiastic about empowering young changemakers.

 

 

HASAN TUNCER

Ph.D., Product Manager at Cruise

  • BSc. in Computer Science at Koc University, Istanbul.
  • Ph.D. in Computing and Information Scienves at Rochester Institute of Technology in New York.
  • Worked as a software engineering at Wall Street.
  • Product Manager for Cloud Services (at IBM Silicon Valley Lab), autonomous vehicles (at NIO, aka Chinese Tesla, Uber ATG, Aurora and Cruise)

 

 

RayYucel

RAY YUCEL

Ph.D., Data Scientist in Magnimind Inc.

  • B.S in Materials Engineering
  • M.Sc in Management
  • Ph.D. Candidate in Economics
  • Data scientist at Magnimind Inc.
  • Employs deep learning in finance and health care data

 

 

SofoklisGoulas

SOFOKLIS GOULAS

Ph.D., Senior Research Associate at the Hoover Institution at Stanford University

  • Senior research associate, Stanford Uni.
  • The use of data science and machine learning in economics
  • M.Sc. in finance and economics, Warwick business school
  • MS and a Ph.D. in economics, the Uni. of North Carolina at Chapel Hill
  • Worked at the Uni. of North Carolina and at the Bank of Greece

 

 

EnricoSantus

ENRICO SANTUS

Senior Data Scientist at Bayer

  • Senior data scientist at Bayer
  • Postdoc at MIT, in the group of Regina Barzilay
  • Experience in NLP in Oncology, Cardiology and Palliative Care
  • Experience in Fake News Detection, Sentiment Analysis, and Lexical Semantics.
  • Invited to talk at the White House

 

 

EMILY HALFORD

Data Analyst

  • Data analyst working in psychiatric epidemiology
  • Data Science&Mental Health Expert with the BBN Times
  • Master of Public Health, Columbia Uni.

 

 

RyanSpitler

RYAN SPITLER

Ph.D., Co-Founder and Deputy Director of the Precision Health and Integrated Diagnostics Center (PHIND) at Stanford University

  • Faculty Member, Standford Uni.
  • Founding Partner at Boutique Venture Partners
  • B.S. in Molecular Cell and Developmental Biology, UC, Santa Cruz
  • Ph.D. In Cellular and Developmental Biology, UC, Irvine

 

 

muratbaday

MURAT BADAY

Scientist at Stanford Uni, Founder & CEO at TechDev Academy

  • Co-founder of Smartlens, Magnimind, Wowso, Nanosight
  • M.S. in Physics from the University of Pittsburgh
  • Ph.D. in Computational Biology and Biophysics from the Uni. of Illinois at Urbana-Champaign
  • Mentored and tutored over 100 high school students
  • Developed novel ideas and has over 8 patents

 

 

GyunelRashidova

GYUNEL RASHIDOVA

B.S. in Biological Sciences,
Research assistant at the Laboratory of Biosensors and Bioinstrumentation

  • iGEM alumni, received Gold Medal among 250 teams
  • Fellowship holder from Women in Tech international organization
  • Founder of social projects:
    “OncoSense” - fabrication of device for the detection of cancer biomarkers;
    “RemiSee” - promotion of a colorblind-friendly educational platform
  • AIESEC alumni, organized case competitions with over 300 participants
  • Organized iGEM Biohackathon and Summer Camp for high-school and university students to apply coding for solving real case studies

 

 

SoudehYaghouti

SOUDEH YAGHOUTI

Ph.D., Data Scientist at Megalab, Silicon Valley

  • Ph.D. in Electrical Engineering, University of Naples Federico II, Italy.
  • More than 4 years of experience in data-driven research on electrical network systems.
  • Collaborating with TechDev Academy for several years and taught students data analysis projects.
  • Collaborated with Stanford scientists on projects that aimed to automate medical diagnosis of diseases with the help of image processing techniques and AI.

 

 

AIZHAN IBRAYEVA

MSc Researcher at Stanford University

  • MS. Aerospace Engineering from Purdue University.
  • Did research at Stanford University, Aerospace Science Lab (Purdue), Rarefied Gas Dynamics Lab (Purdue)
  • Worked on projects supported by NASA.
  • Worked as Engineer at Silicon Valley Startup companies.
  • Mentored Students from top US school

 

The class has 5 available spots.
You can add the class during course registration!

 

June 1-5

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 8-12

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 15-19

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

The class capacity is full.
Please try other classes!