Journal articles on the topic 'Australians – Attitudes – 21st century'
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1
Adams, Donnie, and Vicneswary Muthiah. "SCHOOL PRINCIPALS AND 21ST CENTURY LEADERSHIP CHALLENGES: A SYSTEMATIC REVIEW." Journal of Nusantara Studies (JONUS) 5, no. 1 (January 30, 2020): 189–210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210.
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Background and Purpose: This systematic review article focuses on leadership challenges encountered by school principals in the 21st century. International evidence indicates principal leadership affects school and student performance. However, little systematic review has been carried out on the issue. Hence, the purpose of this paper is to analyse the existing literature on leadership challenges faced by school principals in the 21st century.
Methodology: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was done on two main databases, Web of Science and Scopus. There were three main stages in the process: identification of keywords, screening of articles, and determination of the articles. This resulted in a final database of 16 eligible documents.
Findings: The review of these documents resulted in three main themes – personal challenges, school context, and stakeholders, and 11 sub-themes. There were three subthemes for personal challenges such as lack of knowledge and skills, while school context challenges can be divided into six sub-themes such as lack of trained staff and inadequate facilities and resources. The two subthemes for stakeholders challenges are negative attitudes of parents and interventions from the Ministry.
Contributions: This systematic review expands the literature of principalship in the 21st Century by highlighting the challenges faced in the context of North American, African, European, and Australian schools. Further work on the challenges faced by school principals in other continents should be carried out to achieve a better understanding on the issue.
Keywords: 21st century, challenges, principal leadership, school leadership, systematic review.
Cite as: Adams, D., & Muthiah, V. (2020). School principals and 21st century leadership challenges: A systematic review. Journal of Nusantara Studies, 5(1), 189-210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210
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Dobozy, Eva. "FAILED INNOVATION IMPLEMENTATION IN TEACHER EDUCATION: A CASE ANALYSIS." Problems of Education in the 21st Century 40, no. 1 (March 20, 2012): 35–44. http://dx.doi.org/10.33225/pec/12.40.35.
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The global call for teacher quality improvement and numerous accounts of resistance to education reform at all levels of the education system brings to the forefront the tension between rhetoric and reality. This case study reports on a failed innovation attempt, which was based on the need for a signature pedagogy in Australian teacher education that better prepares beginning teachers for the demands of flexible, student-centred learning design. To assist teacher education students’ development of deep learning engagement, which is a pre-condition for the acquisition of 21st century knowledge, skills and learning attitudes, we need to better understand resistance behaviour. The reported reserach illustrates how the learning-centric teaching design was unable to engage ‘consumer students’ in deep learning experiences due to heightened negative emotion experienced by a great number of students. The provision of this illustrative practical example of innovation failure has the potential to make apparent how students’ ‘out-of-comfort-zone’ behaviour and resistance to change from transmission education practices to social constructivist approaches will need to be managed. Key words: 21st century learning goals, inquiry-based learning, student resistance.
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Bremer, Josephine, and Martina K. Linnenluecke. "Determinants of the perceived importance of organisational adaptation to climate change in the Australian energy industry." Australian Journal of Management 42, no. 3 (December 1, 2016): 502–21. http://dx.doi.org/10.1177/0312896216672273.
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Climate change will pose considerable risk to organisations in the 21st century. However, organisational adaptation to climate change has not yet received much attention in the management literature. Drawing on strategic choice theory, we put forward a model proposing that environmental attitudes and climate change knowledge are antecedents of how important adaptation is perceived to be by organisational decision-makers and that the perceived risk towards climate change acts as a mediator in this relationship. We tested the model with responses from 101 managers in the Australian energy industry. Findings of the study show that both environmental attitudes and climate change knowledge have a significantly positive effect on the perceived importance of climate change adaptation and that this relationship is mediated by risk perception. The study highlights the need to draw climate knowledge to the attention of executives and discusses avenues for future research, including the extension of the findings to other industries and settings.
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Wilson, Geoff A., and P. Ali Memon. "Indigenous Forest Management in 21st-Century New Zealand: Towards a ‘Postproductivist’ Indigenous Forest–Farmland Interface?" Environment and Planning A: Economy and Space 37, no. 8 (August 2005): 1493–517. http://dx.doi.org/10.1068/a37144.
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The critique of indigenous forest management in New Zealand in this paper contextualises the discussion in light of recent Eurocentric debates on the transition towards ‘postproductivist’ and ‘multifunctional’ agricultural and forestry regimes. The research findings confirm recent criticisms of Australian writers with regard to the direct transferability of the notion of a transition towards postproductivism developed by European researchers and also lend support to Holmes's (2002) notion of productivist and postproductivist occupance. Long-standing productivist demands continue to be made on New Zealand's indigenous forests, especially from economically marginalised stakeholder groups who depend on the continuation of logging for economic survival. We argue that the tension between the recent adoption of a ‘postproductivist’ conservation policy at government level and the continuing ‘productivist’ attitudes among some stakeholder groups explains why the protection of remaining indigenous forests continues to be contested. The New Zealand findings also provide further evidence for those persons criticising the implied linearity and dualism inherent in the Eurocentric postproductivist transition model. We argue that processes at the New Zealand forest–farmland interface support Wilson's (2001) notion of a territorialisation of productivist and postproductivist territories into a ‘multifunctional’ territory. From a social constructionist perspective, the results highlight the fact that a clear separation into productivist and postproductivist occupance may not be easy to conceptualise as our view of agricultural land as ‘productivist’ territory and unlogged or sustainably managed indigenous forest as ‘postproductivist’ territory is largely based on a Euro–American ‘deep green’ view of unaltered ‘nonhuman’ nature. This supports Mather's (2001) suggestion that postproductivism should be cast as part of a shifting mode of social regulation of forestry with particular stakeholder groups constructing images of nature according to their interests, and where western ideas of nature as a (postproductivist) wilderness embody cultural politics which arguably serve to marginalise the interests of indigenous communities.
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Oraison, Humberto Manuel, Loretta Konjarski, and Samuel Thomas Howe. "Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 173–94. http://dx.doi.org/10.21153/jtlge2019vol10no1art790.
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One of the primary goals of tertiary education is to prepare students for employment. There is debate as to whether university courses adequately provide students with 21st century workplace skills (Kaminski, Switzer, & Gloeckner, 2009; Kivunja, 2014). In a rapidly changing workforce, institutions must constantly adapt to maintain the practical utility of their courses. A thematic analysis was conducted to explore the degree of alignment between graduate attributes, accreditation requirements and industry employability criteria in nursing, psychology and education courses at an Australian University. Graduate attributes were obtained from the Course Approval and Management System. Relevant accreditation requirements were sourced from the respective bodies. A search of advertised job positions for the three discipline fields was conducted from a popular job-search engine (SEEK) to ascertain employability criteria. This analysis identified clear alignment between the university’s graduate attributes and the standards articulated by accreditation bodies for psychology, nursing and education. However, there were differences between graduate attributes and the employability criteria identified by job searches across the three disciplines. Analysis of the employability criteria suggest that employers seek and prioritise graduates who possess practical competencies and 21st century skills such as problem solving and communication. However, there was little to no mention of cultural understandings and attitudes towards inclusion and diversity, both a core graduate attribute and an aspect of professional accreditation. The findings of this study may inform the development of future graduate attributes that better reflect preparedness for the workforce. Alternatively, a reflection on graduate attributes and professional accreditation criteria might produce job advertisements that better reflect work contexts in an increasingly diverse society.
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Bell, Alan W. "Animal science Down Under: a history of research, development and extension in support of Australia’s livestock industries." Animal Production Science 60, no. 2 (2020): 193. http://dx.doi.org/10.1071/an19161.
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This account of the development and achievements of the animal sciences in Australia is prefaced by a brief history of the livestock industries from 1788 to the present. During the 19th century, progress in industry development was due more to the experience and ingenuity of producers than to the application of scientific principles; the end of the century also saw the establishment of departments of agriculture and agricultural colleges in all Australian colonies (later states). Between the two world wars, the Council for Scientific and Industrial Research was established, including well supported Divisions of Animal Nutrition and Animal Health, and there was significant growth in research and extension capability in the state departments. However, the research capacity of the recently established university Faculties of Agriculture and Veterinary Science was limited by lack of funding and opportunity to offer postgraduate research training. The three decades after 1945 were marked by strong political support for agricultural research, development and extension, visionary scientific leadership, and major growth in research institutions and achievements, partly driven by increased university funding and enrolment of postgraduate students. State-supported extension services for livestock producers peaked during the 1970s. The final decades of the 20th century featured uncertain commodity markets and changing public attitudes to livestock production. There were also important Federal Government initiatives to stabilise industry and government funding of agricultural research, development and extension via the Research and Development Corporations, and to promote efficient use of these resources through creation of the Cooperative Research Centres program. These initiatives led to some outstanding research outcomes for most of the livestock sectors, which continued during the early decades of the 21st century, including the advent of genomic selection for genetic improvement of production and health traits, and greatly increased attention to public interest issues, particularly animal welfare and environmental protection. The new century has also seen development and application of the ‘One Health’ concept to protect livestock, humans and the environment from exotic infectious diseases, and an accelerating trend towards privatisation of extension services. Finally, industry challenges and opportunities are briefly discussed, emphasising those amenable to research, development and extension solutions.
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Pavlidis, Katerina, and Wayne Hawkins. "Affordability and 21st century telecommunications services." Journal of Telecommunications and the Digital Economy 3, no. 2 (July 1, 2015): 27–36. http://dx.doi.org/10.18080/jtde.v3n2.10.
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One of the central goals of ACCAN’s 2013 Affordability Roundtable was to kick-start a broader discussion around the affordability of telecommunications products and services, encouraging new and innovative social programs and industry-wide models which can be employed to alleviate the affordability divide. Research indicates that low-income consumers pay a significantly higher proportion of their income for telecommunications access than the majority of Australians, and that this affordability divide between low and higher income Australians is creating barriers to connectivity for many low-income consumers This paper is intended as a continuation of that broader discussion and builds upon the ideas first developed in the article Improving Affordability of Communications: Research and Policy Directions published in the AJTDE in 2013. This article encourages the conversation through an interrogation of the current affordability initiatives, both domestic and international, and proposes new initiatives and safety net programs that can assist low-income Australians to be digitally connected.
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Zorlu Kana, Hatice. "21st Century Digital Parent Attitudes." International Journal of Language and Education Research 3, no. 2 (August 15, 2021): 1–24. http://dx.doi.org/10.29329/ijler.2021.582.1.
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Bahfen, Nasya. "1950s vibe, 21st century audience: Australia’s dearth of on-screen diversity." Pacific Journalism Review : Te Koakoa 25, no. 1&2 (July 31, 2019): 29–38. http://dx.doi.org/10.24135/pjr.v25i1and2.479.
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The difference between how multicultural Australia is ‘in real life’ and ‘in broadcasting’ can be seen through data from the Census, and from Screen Australia’s most recent research into on screen diversity. In 2016, these sources of data coincided with the Census, which takes place every five years. Conducted by the Australian Bureau of Statistics, this presents a ‘snapshot’ of Australian life. From the newest Census figures in 2016, it appears that nearly half of the population in Australia (49 percent) had either been born overseas (identifying as first generation Australian) or had one or both parents born overseas (identifying as second generation Australian). Nearly a third, or 32 percent, of Australians identified as having come from non-Anglo Celtic backgrounds, and 2.8 percent of Australians identify as Indigenous (Aboriginal or Torres Strait Islander). Nearly a fifth, or 18 percent, of Australians identify as having a disability. Screen Australia is the government agency that oversees film and TV funding and research. Conducted in 2016, Screen Australia’s study looked at 199 television dramas (fiction, excluding animation) that aired between 2011 and 2015. The comparison between these two sources of data reveals that with one exception, there is a marked disparity between diversity as depicted in the lived experiences of Australians and recorded by the Census, and diversity as depicted on screen and recorded by the Screen Australia survey.
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Utami, Luh Putu Restu Adi, Ni Nyoman Padmadewi, Luh Putu Artini, and Ni Luh Putu Eka Sulistia Dewi. "TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL." International Journal of Language and Literature 5, no. 1 (April 15, 2021): 1. http://dx.doi.org/10.23887/ijll.v5i1.27667.
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21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.
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Perdana, Riki, An-Nisa Apriani, Rino Richardo, Endi Rochaendi, and Chahya Kusuma. "Elementary students’ attitudes towards STEM and 21st-century skills." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 1080. http://dx.doi.org/10.11591/ijere.v10i3.21389.
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<span>Science, Technology/Engineering and Math (STEM) and 21st-century learning are very important to be applied to all students starting from their early age, including at the elementary school level. This study aimed to describe students' attitudes towards STEM and 21st-century skills according to gender and education level. This research was descriptive quantitative by explaining and comparing the results of the questionnaires given to students. Student attitudes were described based on domain of STEM, 21st-century skills, gender, and student grade level. The respondent of this study was 130 elementary students who were obtained randomly from one of the elementary schools in Yogyakarta, Indonesia. The results showed that based on the science domain, the mean score of the students was 3.23 (moderate) while mathematics domain obtained was 3.21 (moderate); technology/engineering domain obtained was 3.68 (moderate) and 21st-century skill domain obtained was 3.65 (moderate). According to gender, there was a significant difference between the attitudes of male and female students towards STEM and 21st-century skills. However, there was no significant difference based on the grade of students. Based on these findings, it is suggested that teachers or policymakers should have comprehended the student attitudes before implemented the STEM-based learning and 21st-century skills. These findings can be used to create STEM and 21st-century learning.</span>
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Veloo, V. Ravindran M., and Adenan Ayob. "LEARNING THE 21ST CENTURY: THE IMPLICATION OF ATTITUDE, MOTIVATION, AND PERFORMANCE IN MALAY LANGUAGE FOR SECONDARY SCHOOL STUDENTS." International Journal of Education, Psychology and Counseling 5, no. 37 (December 13, 2020): 331–49. http://dx.doi.org/10.35631/ijepc.5370027.
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The study aims to identify the impact of 21st century learning attitudes, motivation, and achievement of students in Malay language subjects. 21st-century skills are an important learning skill and are much needed by students to be competitive in this century. Various elements can be attributed to these 21st-century skills. various elements are needed in this age of technology. These elements include communication skills, science, and technology skills, thinking skills, interpersonal skills, intrapersonal skills, 3m skills (reading, counting, and writing), and so on. This survey study uses a questionnaire as a research instrument. A total of 377 forms four science and literature stream students from five national secondary schools in Bangsar Zone, Federal Territory of Kuala Lumpur were selected as the study sample. the study sample was selected at simple random. Data were analysed using descriptive analysis, i.e. mean and standard deviation to see the influence of 21st century learning on student attitudes, motivation, and achievement. The results showed that the influence of the 21st century much a positive impact on attitudes, motivation, achievement when students learn the Malay language. In conclusion 21st century learning a positive impact on students' attitudes and motivation to increase their performance in learning the Malay language.
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Dudo, Anthony, Dominique Brossard, James Shanahan, Dietram A. Scheufele, Michael Morgan, and Nancy Signorielli. "Science on Television in the 21st Century." Communication Research 38, no. 6 (December 14, 2010): 754–77. http://dx.doi.org/10.1177/0093650210384988.
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Twenty-five years after George Gerbner and colleagues’ seminal report on television and science attitudes, there is a need to update the data on television’s portrayals of science and to revisit the cultivation question. We address this need by analyzing 21st-century television depictions of science and examining the relationships between exposure to television and attitudes toward science with an analysis of 2006 General Social Survey data. Content results show that scientists appear infrequently in prime-time dramatic programs, are typically White males, and are frequently cast in good or mixed roles rather than as evil scientists. Regarding the cultivation effect, we do not find a significant direct relationship between television viewing and negative attitudes toward science after relevant controls are taken into account. Additional results, however, indicate a displacement effect of television viewing on science attitudes and show significant interaction effects consistent with mainstreaming.
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Chun, Tiew Chia, and Melissa Ng Lee Yen Abdullah. "Contemporary Practices in Teaching 21st Century Skills at Malaysian Primary Schools: Do Environmental Factors and Teacher’s Attitudes Matter?" Asia Pacific Journal of Educators and Education 37, no. 1 (July 29, 2022): 61–85. http://dx.doi.org/10.21315/apjee2022.37.1.4.
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The implementation of 21st century education is a key factor for successful education reform. Due to a lack of empirical research, practices to develop students’ 21st century skills at the primary school level are still unclear. The purpose of this study was to identify teachers’ contemporary practices and the influences of environmental factors as well as teachers’ attitudes on these practices. A quantitative research design was used to achieve the objectives of the study. A total of 400 primary school teachers from the state of Penang, Malaysia was sampled. Three instruments were used to collect the required data; the Teachers’ Practices in Teaching 21st Century Skills Questionnaire (37 items), Environmental Factors in Teaching 21st Century Skills Questionnaire (12 items) and the Teacher’ Attitudes in Teaching 21st Century Skills Questionnaire (35 items). The data were analysed with descriptive analysis and structural equation modelling (SEM). The results showed that primary school teachers adopted five contemporary practices in teaching 21st century skills. The inquiry-based instructional approach was the most preferred practice, followed by the communicative language teaching approach, constructivist learning approach and problem-centred instructional approach. The technology-based instructional approach, however, was the least preferred practice. Results of the Partial Least Square Structural Equation Modelling (PLS-SEM) approach showed that supporting environmental factors had positive influence on both teachers’ practices and attitudes. Additional results indicated positive mediation role of teachers’ attitudes on their practices of teaching 21st century skills. Implications for the research findings were discussed in this study. As supported by the Stimulus-Organism-Response (SOR) Theory, this study found that environmental factors could drive teachers’ adoption of contemporary practices. In addition, teachers’ attitudes have positive effect on their applications of these instructional practices as emphasised by the Theory of Planned Behaviour. Educational implications and suggestions for future research are also discussed in this paper.
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Wulandari, Fitria, and Devi Iffadah Rizky Ariza Putri. "ANALYSIS OF STUDENTS' ATTITUDES TOWARDS STEM AND 21ST CENTURY SKILLS IN ELEMENTARY SCHOOL FROM A GENDER PERSPECTIVE." Abjadia : International Journal of Education 9, no. 1 (June 2, 2024): 267–78. http://dx.doi.org/10.18860/abj.v9i1.27159.
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Science, Technology/Engineering, Mathematics (STEM) and 21st Century Skills are crucial to be implemented for all students starting from an early age, specifically at the elementary school level. This study aims to describe students' attitudes towards STEM and 21st Century Skills in terms of gender at the elementary school level. This research is a quantitative survey using a Cross-Sectional approach, which can explain and compare the results of questionnaires given to students. Student attitudes are explained based on STEM domains and 21st Century Skills, considering gender. The research respondents were 37 elementary school students at SD Muhammadiyah 2 Sidoarjo. The results of this study show that in the Science domain, the average score of students is 3.45 (medium), in the Mathematics domain, the average score is 2.97 (low), in the Technology/Engineering domain, the average score is 3.76 (medium), and in the 21st Century Skills domain, the average score is 3.91 (medium). Additionally, there is a significant difference between the attitudes of male and female students towards STEM and 21st Century Skills.
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Aifan, Hanan. "Implementing a project-based collaborative learning approach using PowerPoint to improve students’ 21st- century skills." E-Learning and Digital Media 19, no. 3 (December 23, 2021): 258–73. http://dx.doi.org/10.1177/20427530211030642.
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In this industrial age, skills required in most jobs are 21st-century skills. The current study aimed to investigate whether there is a relationship between implementing project-based collaborative learning using PowerPoint and improving students’ 21st-century skills from the students’ perspectives. It also examines whether there is a significant relationship between students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills and their major. The participants of the study were 75 female students enrolled in an Educational Technology and Means course at Najran University. The findings revealed that there is a significant and positive relationship between implementing a project-based collaborative learning approach using PowerPoint and improving the students’ 21st-century skills, r (74) = 0.74 and p < 0.05. Additionally, the findings demonstrated that 21st-century skills improved the most through “actively collaborating with others” (M = 4.6, SD = 0.56). Additionally, there was no significant difference in students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills in terms of human studies or scientific studies majors, t (37) = 1.97 and p > 0.05. The findings demonstrate that more research is required on the role of higher education in developing meaningful technology-based strategies to improve students’ 21st-century skills in learning environments.
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Richardo, Rino, Siti Irene Astuti Dwiningrum, Ariyadi Wijaya, Heri Retnawati, Andi Wahyudi, Dyahsih Alin Sholihah, and Khasanah Nur Hidayah. "The impact of STEM attitudes and computational thinking on 21st-century via structural equation modelling." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (June 1, 2023): 571. http://dx.doi.org/10.11591/ijere.v12i2.24232.
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<span lang="EN-US">Based on the study, computational thinking skills are influenced by science, technology, engineering and mathematics (STEM) skills, and there is a relationship between computational thinking skills and 21st-century skills. However, studies related to STEM attitudes, computational thinking and their impact on 21st-century skills are still very few and limited. The purpose of our study was to examine the impact of STEM attitudes and computational thinking on 21st-century. This research uses a quantitative approach. The participants of this study were students of a vocational school in Bantul Regency, Yogyakarta, Indonesia (N=290). Research data in STEM attitude, computational thinking, and 21st-century skills using a questionnaire. The data were analyzed using structural equation modeling techniques using the Smart PLS application. The results of the study obtained several findings, including: the model proposed in this study was valid; STEM attitude has a positive and significant effect on computational thinking; and computational thinking has a positive and significant effect on 21-st century skills. It can be argued that when STEM attitudes and computational thinking are more positive, 21-st century skills will improve. These findings have implications that curriculum development and STEM learning practices have to develop students’ computational thinking skills and 21st-century skills, especially in vocational schools.</span>
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Shankar, Uma. "MANAGEMENT: AN AGENDA FOR 21ST CENTURY." Paradigm 1, no. 1 (July 1997): 37–41. http://dx.doi.org/10.1177/0971890719970108.
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There is a perceptible decline of status-driven hierarchical management. The workforce's attitudes and behaviours are changing fast and so are their expectations and career patterns. The attitude towards leadership is also becoming of a more participative style in which personal relationships are highly significant. In this backdrop, the paper suggests that the psychological instruments may be used, to assess the strengths of individual potential. It can also help organisations maximise the application of human potential for organisational effectiveness.
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Johnson, Gail, and Mary Ann Feldheim. "Serving the Public in the 21st Century." Public Voices 5, no. 1-2 (January 12, 2017): 9. http://dx.doi.org/10.22140/pv.281.
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The values, attitudes and behaviors of servant leadership are consistent with the public service ethic which values empowerment, justice and fairness in society, and community building achieved through participation; the attitude of stewardship; and the behaviors of compassion, love, sacrifice, and civic duty/service. We are beginning to see the application of servant ledership in public agencies and it may be our best hope to reengage citizens. Processes reflecting the values, attitudes, and behaviors of servant leadership enable public administrators to facilitate dialogue are available, such as Appreciative Inquiry and Open Space Technology. While information technology makes it possible to involve citizens from across a state in dialogues via interactive TV, we find the authoritarian model of leadership hard to let go. But if we are to develop a servant-leadership model, new skills are needed. We will need to engage in authentic communication, to interact with others with positive regard and respect, and to collaborate in problem solving. Servant leadership offers individuals in public service who value empowerment, justice, community building and stewardship the tools to achieve these values.
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SILITRA, Nicoleta Cristina. "21st century propaganda and education – friends or foes?" SERIES VII - SOCIAL SCIENCES AND LAW 13(62), no. 1 Special Issue (January 2021): 143–54. http://dx.doi.org/10.31926/but.ssl.2020.13.62.3.15.
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Today, in the 21st century, there are extensive discussions about propaganda. On the one hand, education can be used for propaganda but, on the other hand, education can cultivate skills, such as critical thinking, necessary to identify and reject propaganda. I set out to identify frames promoted by Sputnik, in the context of the Centenary, to identify mental models activated by the propaganda and those associated frames, and to determine if they are related to the educational process within school. The strongest frame is failure; however, we also identified attitudes of rejection of the approach of communicator but we cannot associate these attitudes with school. We consider that school (at least secondary school and high school) does not cultivate enough elements of Romanian identity.
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Tadd, Win. "Aging and agism in the 21st century." Reviews in Clinical Gerontology 10, no. 3 (August 2000): 203–5. http://dx.doi.org/10.1017/s0959259800010315.
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EditorialWhilst preparing this editorial, I was struck by the ambivalent attitudes displayed towards older people in Western society. In London, for example, the crowds thronging the Mall and cheering the Queen Mother for reaching her centenary belied the fact that society generally treats its older members with disdain. That is, until they reach 100 years and then everyone wants to know the secret of their success.
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Frendin, Sue. "Guest Editorial: Self-management - A new era dawns..." Australian Journal of Primary Health 9, no. 3 (2003): 102. http://dx.doi.org/10.1071/py03031.
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Chronic conditions are one of the greatest health challenges facing Australia in the 21st Century. It is estimated that currently around 2.5 million Australians have a chronic condition and by 2016 this will rise to 3.5 million. Evidence in Australia and overseas suggests that self-management programs can assist those with chronic conditions to improve their quality of life, by equipping them with knowledge, skills, and confidence to better manage disease-related problems.
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Cawley, R. H. "Educating the Psychiatrist of the 21st Century." British Journal of Psychiatry 157, no. 2 (August 1990): 174–81. http://dx.doi.org/10.1192/bjp.157.2.174.
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Psychiatry is under threat from developments within mental health care. In educating future psychiatrists, more emphasis should be placed upon: collaborative research; integrated teamwork, without interprofessional rivalry; work in primary care; the non-scientific components of psychiatry, centred upon relationships with patients; less dogmatic attitudes for or against psychoanalysis; psychiatry as a branch of medicine; and modern management and audit methods. Younger psychiatrists should be encouraged to take responsibility for shaping the future of the profession.
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Zhang, Xuefei, and Zihan Wang. "Re-orienting China-Australia Relations in the Theoretical Perspective of Security Dilemma." SHS Web of Conferences 169 (2023): 01056. http://dx.doi.org/10.1051/shsconf/202316901056.
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China and Australia have maintained good economic and trade relations in the 21st century. However, since 2018, the Australian government has re-oriented its attitude towards China and provoked Sino-Australia trade friction regardless of its economic interests. This thesis provides a new perspective to explain the deterioration of China-Australia relations from security dilemma theory. Australia views China as a political and economic threat due to the consideration of geopolitics and export dependency, thus adopting policies against China. Accordingly, after going through stages of suspicion and warning, China took action against Australia. Consequently, China and Australia sank deeper and deeper into a security dilemma. A systematic study of China-Australia relations helps explain the Australian government’s perverse moves and provides theoretical support for peace and security in the Asia-Pacific region.
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Asrizal, A., Y. Yurnetti, and E. A. Usman. "ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills." Jurnal Pendidikan IPA Indonesia 11, no. 1 (March 31, 2022): 61–72. http://dx.doi.org/10.15294/jpii.v11i1.33764.
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Twenty-first-century learning should develop students’ 21st-century skills, including aspects of knowledge, attitudes, character, and 4C skills. These students’ skills need to be widely developed in science learning to handle the challenges of this century. The preliminary study results indicate that integrating learning materials in science learning and students’ 4C skills were low. Thematic science teaching materials integrated the 5E learning cycle model can solve the problem. The study aims to investigate the effect of thematic science teaching material integrated with the 5E on various aspects of students’ 21st-century skills, including knowledge, attitudes, and 4C skills. The research method is quasi-experimental, and the design is a randomized control group posttest-only, which is suitable for determining the effect of a treatment on a dependent variable. The knowledge aspect is measured using a written test sheet in multiple-choice, the attitude aspect using an observation sheet, and the 4C skills aspect using a performance assessment sheet. Data were analyzed using a comparison test for the two sample groups and the Mann-Whitney U test. The data analysis state that the application of thematic science learning material integrated with the 5E has a positive effect on students’ 21st-century skills, including aspects of knowledge, attitudes, and 4C skills: critical thinking skills, creative thinking skills, and communication skills. The study concludes that applying thematic science learning material integrated with the 5E learning cycle model effectively develops the three aspects of students’ 21st-century skills.
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Thesalonika Manalu, Emelda, and Edy Surya. "ANALISIS KEBUTUHAN PENILAIAN SPRITUAL PADA PEMBELAJARAN ABAD 21." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, no. 2 (June 28, 2022): 148–51. http://dx.doi.org/10.24114/sejpgsd.v12i2.35520.
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The assessment instrument used as a mandatory reference by teachers and students in the 21st century learning process. 21st Century learning integrates literacy skills, knowledge skills, skills and attitudes as well as mastery of technology. Therefore, an assessment that is not only cognitive is needed. This study aims to analyze the need for spiritual assessment in 21st century learning. This study used a qualitative method with data acquisition through observation and interviews with principals and teachers. The results showed that principals and teachers needed spiritual assessment.
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Mourtos, Nikos J. "Preparing Engineers for the 21st Century." International Journal of Quality Assurance in Engineering and Technology Education 4, no. 4 (October 2015): 1–26. http://dx.doi.org/10.4018/ijqaete.2015100101.
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Process skills (problem-solving, lifelong learning, critical thinking, communication and collaboration, self-assessment, change management, etc.) have always been important in any education and work setting. However, new challenges presented by a new, globalized economy, have put a new focus on these skills in the engineering workplace. Process skills present a great challenge for educators and practicing engineers alike because they are hard to define explicitly, hard to teach, and even harder to develop as a student. They depend on attitudes and values as much as they depend on content knowledge. For educators the challenge is three-fold: how to clearly define these skills, how to assess them, and how to effectively teach them to their students. The paper discusses a course design process that facilitates the development of these skills to help prepare engineering and technology students for the challenges of the 21st century workplace.
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Sari, Ira Nofita, Lia Angraeni, and Nurussaniah. "Blog Academic Assisted Inquiry Strategy for Conceptual Understanding of Physics Learning through 21st Century Learning Attitudes." Jurnal Penelitian Pendidikan IPA 9, no. 12 (December 20, 2023): 11681–88. http://dx.doi.org/10.29303/jppipa.v9i12.6460.
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This research aims to determine the impact of learning using inquiry strategies assisted by academic blogs on the 21st century skills of students in the Physics Education Study Program at IKIP PGRI Pontianak. This research is a pre-experimental design research with a One group pretest-posttest design. The sample used was all 18 fifth semester students. The data collection technique is to determine conceptual abilities using tests, while to determine 21st century skills, namely 4C skills (Critical Thinking, Communication, Collaboration and Creativity) using observation techniques. The data collection tools used were test questions and observation sheets. Based on data analysis, it is known that there is a significant increase in students' understanding of concepts before and after learning in the high category. Students master 21st century skills, namely critical thinking, communication, collaboration, and creativity in the high category in every lesson. The academic blog-based inquiry learning model is innovative in improving the quality of physics learning in the 21st century educational era.
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Arima Gusti, Dian, and Ratnawulan a. "VALIDITY OF STUDENT WORKSHEETSWITH THE THEME OF ENERGY IN DAILY LIFE BY PROBLEM BASED LEARNING OF INTEGRATED IN 21ST CENTURY LEARNING." International Journal of Advanced Research 9, no. 02 (February 28, 2021): 403–7. http://dx.doi.org/10.21474/ijar01/12459.
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Integrated student worksheetsshould contain learning that is relevant to the characteristics of 21st century learning. Where 21st century learning aims to develop the talents and potential of students so that students have characters and attitudes that will be able to face the challenges of 21st century learning. To use this integrated student worksheets, an assessment was carried out in the form of validation of the development of this this integrated student worksheets. The purpose of this assessment is to see the validity of the development of this integrated student worksheetswith the theme of energy in life using integrated problem-based learning in 21st century learning. This validation assessment is carried out by three validators consisting of material experts, media experts and linguists.
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Hark Soylemez, Nesrin. "Teacher and Student in the 21st Century: A Mixed Design Research." International Journal of Psychology and Educational Studies 10, no. 3 (August 29, 2023): 758–72. http://dx.doi.org/10.52380/ijpes.2023.10.3.1128.
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This study aims to investigate the effect of the teaching practice course on gaining 21st century teacher skills for pedagogical formation group teacher candidates. Participants views on the course, 21st century teachers, 21st century students, and metaphors created regarding these are also examined. We employed an embedded mixed design. In the quantitative part of the study, a single-group pre-test and post-test experimental design is used. The qualitative part is conducted with phenomenology. For data collection purposes, the 21st century teacher skills use scale, a semi-structured interview form, and a metaphor form were used. We found that the teaching practice course is effective for gaining 21st century teacher skills. This result can be interpreted as teacher candidates enrolled in pedagogical training programs being able to complete the program with acquired teaching skills and being capable of providing the necessary education to their students, composed of 21st century learners. Participants expressed their views on the concepts of 21st century teacher and 21st century student under different categories. Teaching practice courses contributed under the categories of professional skills, professional knowledge, and attitudes and values. Metaphors created by the participants on the concept of the 21st century teacher were related to guiding, updating knowledge, being productive, and being innovative, and on the concept of the 21st century student, they were related to developing, being able to load lots of information into the mind, fulfilling what is expected of them, and being in constant struggle. These results provide a significant insight into how teacher candidates perceive 21st century educational concepts and teacher-student roles.
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Rasca, Lavinia. "Human resources challenges for the 21st century." Proceedings of the International Conference on Business Excellence 11, no. 1 (July 1, 2017): 475–81. http://dx.doi.org/10.1515/picbe-2017-0051.
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Abstract Researchers predict that, in the next decade, significant changes will dominate the labor market. On the on hand, new jobs will be created by employers, while others will be displaced. The World Economic Forum recently estimated that 65% of the children entering primary school today will work in completely new jobs when they will enter the labor market, while many in-demand occupations or specialties are less than 10 years old. Employers start to have as a major objective to increase labor productivity, and innovation. They look for new skills, that are scarce, willing to attract, engage and retain in their organizations people that demonstrate attitudes like resilience, responsiveness to change, entrepreneurial mindset, willingness to innovate. While corporations, in their attempt to increase productivity, restructure and lay off people, entrepreneurship becomes a hope for a better living. On the other hand, the human resources market will start soon to be dominated by millennials, having to work together with people from X generation, who will retire later or not at all. Women will be more and more present in the labor force, as well as immigrants. All these phenomena will change the characteristics of the working places. In the digital world, the border between the work life and the professional life will become blurred. Wellbeing, meant at enhancing both professional and personal life, will be crucial. HR departments and leaders will have new challenges. In this paper, based on relevant literature review, attempts to identify challenging changes encountered in the labor markets, as well as actions that might improve knowledge, skills, and attitudes, necessary in the present society. Another goal is to create a model depicting the factors and flows that motivate, satisfy, and engage employees. The paper might be of interest for government, educators, training providers, employers, and workers.
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Mosca, Joseph B., and Steven Pressman. "Unions in the 21st Century." Public Personnel Management 24, no. 2 (June 1995): 159–66. http://dx.doi.org/10.1177/009102609502400205.
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There have been no specific causes as to why declines in unionization have occurred over the past 20 or 30 years. The Bureau of Labor Statistics' Surveys indicate that between 1961 and 1984, a significant number of employees in unions declined to 51 % from 73%. This decline was among production employees within metropolitan areas, and dipped to 12% from 17% for non-supervisory clerical workers. It has been found that declines in union membership can be attributed to employment shifts, and that job change has different affects depending on if the shift entails an employee change. Unions have been fighting to maintain both membership and public approval. Although union approval declined until 1981, people's attitudes toward organized labor never became negative. This study has found that the percentage of the general public that approves of unions has increased recently in many important areas. The key to success of unions in the 21st Century seems to lie in the creation of a cooperative atmosphere between organized labor and management. In order to do so, unions must realize and address issues of importance to the changing work force and give voice to the skill demands of workers, more women in the work force, and the current health care crisis. The 21st Century holds in store for unions an image of reduced health care costs, greater participation by previously unorganized segments of the work force, and better understanding and an adaption to technological changes. All of these things will help corporations keep their costs lower and retain more employees, leading to greater job security, improved relations between labor and management, and more satisfied workers.
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Byrne, Steven. "Language attitudes, linguistic authority and independence in 21st century Catalonia." Journal of Multilingual and Multicultural Development 41, no. 8 (July 2, 2019): 702–17. http://dx.doi.org/10.1080/01434632.2019.1638392.
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Abdullah, Melissa Ng Lee Yen, and Tiew Chia Chun. "THE EFFECTS OF LANGUAGE TEACHERS’ ATTITUDES, BARRIERS AND ENABLERS IN TEACHING 21ST CENTURY SKILLS AT CHINESE VERNACULAR SCHOOLS." Malaysian Journal of Learning and Instruction 19, no. 1 (January 31, 2022): 115–46. http://dx.doi.org/10.32890/mjli2022.19.1.5.
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Purpose – The study explored the barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools. It aimed to determine the effects of teachers’ attitudes, barriers, and enablers in teaching the skills during language lessons. Method – A mixed-method design was used to achieve the two objectives of this study. Quantitative data were collected from 400 language teachers from Chinese vernacular schools, and semi-structured interviews were carried out with nine of the teachers. Barriers and enablers faced by teachers were identified through literature review, semi-structured interviews, and questionnaire surveys. Triangulation was carried out for analysis purposes. The effects among the variables were analysed through partial least squares structural equation modelling via Smart PLS 3.0. Findings – The major barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools were uncovered. Direct effects of teachers’ attitudes, barriers, and enablers on the teaching of 21st century skills were found. However, there were no significant moderating effects of barriers and enablers on their teaching. Both of these variables had stronger effects on teachers’ attitudes. Significance – With the identifications of barriers and enablers faced by language teachers at Chinese vernacular schools, more effective support and interventions can be provided to these teachers. Teacher training and professional development programmes on 21st century language teaching can also be improved by incorporating the influencing factors identified in this study.
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Baranov, Victoria, Ralph De Haas, and Pauline Grosjean. "Queens of the Desert: Convictism and Marital Attitudes across Australia." AEA Papers and Proceedings 110 (May 1, 2020): 457–62. http://dx.doi.org/10.1257/pandp.20201120.
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We merge data on spatial variation in the presence of convicts across eighteenth and nineteenth century Australia with results from the country's 2017 poll on same-sex marriage and with household survey data. These combined data allow us to identify the lasting impact of convict colonization on social norms about marriage. We find that in areas with higher historical convict concentrations, more Australians recently voted in favor of same-sex marriage and hold liberal views about marriage more generally. Our results highlight how founder populations can have lasting effects on locally held social norms.
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Arissandi, Nopi. "Analisis Model Problem Based Learning dalam Pembelajaran Abad 21 dari Segi Karakteristik Peserta Didik." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (December 30, 2020): 800. http://dx.doi.org/10.20961/shes.v3i4.54405.
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<p><em>The development of the times is getting faster, changing attitudes and patterns of human thinking. Likewise, the characteristics of students also experience changes. The role of education is very important in preparing students to have 21st century skills. One of the efforts to face the challenges of 21st century learning is to change the teacher's role from providing and delivering information to being a facilitator to share information and practice problem solving skills to students. Constructivism approach is one of the alternatives in 21st century learning. Problem Based Learning learning model is one of the most popular models in constructivism approach. However, there are still many educators who experience confusion in implementing these learning steps. And answer whether the model is in accordance with the character of 21st century students.</em></p>
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Deniş Çeliker, Huriye. "The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes." Journal of Educational Issues 6, no. 2 (December 29, 2020): 451. http://dx.doi.org/10.5296/jei.v6i2.17993.
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The purpose of this study is to determine the effects of the scenario-based STEM project design process on pre-service science teachers’ perceptions of 21st-century skills, competencies, integrative STEM teaching intentions, and STEM attitude. In the study, a pretest-posttest quasi-experimental design, which does not contain a control group, was used. The participants of the research are 66 fourth-grade pre-service science teachers in the south-west of Turkey. The 21st-century skills and competencies scale and an integrative STEM teaching intentions questionnaire, and a STEM attitudes scale were used as a pre-test and post-test. Pre-service teachers designed projects using engineering design processes to solve the problems in the scenarios given to them. In the analysis of the data, paired-samples t-test and Wilcoxon Signed Rank Test were applied using SPSS-21. The results show that designing a scenario-based STEM project certainly contributed to the 21st-century skills competence perceptions, STEM teaching intentions, and STEM attitudes of pre-service science teachers.
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Akcay, Ahmet Oguz, Muhammed Serhat Semercioglu, and Hasan Güllü. "The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors." Mimbar Sekolah Dasar 9, no. 1 (April 7, 2022): 81–97. http://dx.doi.org/10.53400/mimbar-sd.v9i1.41270.
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Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy Attitude and Behavior Scale” were used in the study. The results showed that pre-service primary school teachers' perceptions of 21st-century skills efficiency were high, the mathematical literacy self-efficacy of the pre-service primary school teachers was above the average, and the pre-service primary school teachers' financial literacy attitude and behavior levels were low. Also, a positive and significant relationship was found between the mathematical literacy self-efficacy of pre-service primary school teachers and their perceptions of 21st-century skills efficiency. In addition, a negative and significant correlation was found between the mathematical literacy self-efficacy of the pre-service primary school teachers and their financial literacy attitudes and behaviors.
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Gustilo, Leah, and Nimfa Dimaculangan. "Attitudes of Filipino English Teachers Toward 21st Century Philippine English Writing." Advanced Science Letters 24, no. 11 (November 1, 2018): 8349–52. http://dx.doi.org/10.1166/asl.2018.12560.
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Szymanski, Dawn M., M. Kathleen Baird, and Christopher L. Kornman. "The feminist male therapist: Attitudes and practices for the 21st century." Psychology of Men & Masculinity 3, no. 1 (January 2002): 22–27. http://dx.doi.org/10.1037/1524-9220.3.1.22.
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Ridenour, Joshua, Elizabeth Schmitt, and Barbara Norrander. "Change, Continuity and Partisan Sorting on Moral Issues." Forum 17, no. 1 (April 24, 2019): 141–57. http://dx.doi.org/10.1515/for-2019-0008.
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Abstract Is public opinion on moral issues basically stable or does it change over time? Evidence from the late 20th century indicated contrary patterns for public opinion on abortion, where attitudes were mostly stable, versus views toward gay rights, where public opinion was moving quickly in the liberal direction. This article examines whether public opinion trends on abortion and gay rights from the 20th century remain the same at the beginning of the 21st century. Second, we explore whether change or continuity better describes public attitudes on a host of moral issues. Finally, we investigate the contribution of partisan sorting to contemporary attitudes on moral issues.
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Bilgin, Recep. "Exploring Students’ Perceptions Towards 21st Century Skills Through Novel Applications: A Comparative Study among EFL Learners in Iraq." Arab World English Journal 15, no. 1 (March 20, 2024): 283–97. http://dx.doi.org/10.24093/awej/vol15no1.18.
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Many initiatives have been seized to integrate 21st-century skills into the curriculum. They encompass specific competencies under five areas, which are vital subjects, 21st-century themes, innovation, career, and literacy skills. Accordingly, the present qualitative study was carried out at Tishk International University in Erbil, Iraq on 50 first-year students, aged between 18 and 23 in 10 departments through semi-structured interviews, according to the principles of phenomenological research design in the fall semester of the 2023-2024 academic year. This study aimed to explore the attitudes of tertiary-level students toward 21st-century skills through the lens of practical reflections on their social, personal, and academic lives. Specifically, it aimed to address the following question: What 21st-century skills are more significant than others? The rationale for exploring university students’ perceptions of 21st-century skills and their practical applications was that students seemed perplexed regarding the significance of practical reflections in the Iraq context. Collected data were transcribed by the Go Transcribe application and classified based on the principles of content analysis. The findings revealed that reading, productivity, accountability, creativity, technology, and financial literacy were prioritized in each category by the participants, and they had novel ways to develop them regularly. The findings of this study can shed light on some points about the implementation of 21st-century skills with clear-cut strategies at educational institutions.
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Mcdonald, William Andrew. "Archaeology in the 21st century: six modest recommendations." Antiquity 65, no. 249 (December 1991): 829–39. http://dx.doi.org/10.1017/s0003598x00080558.
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My age-fellows and I, whose professional careers over the past 50 years or so have been devoted to college teaching in the USA and whose fieldwork was conducted mainly in Mediterranean countries, will scarcely see the opening of the next century. Perhaps the most useful contribution veterans like us can now make to the overall discipline – not just to our own ‘wing’ — is to outline certain problems that have particularly disturbed us during our active careers. Younger colleagues – the new decisionmakers – can then judge whether our criticisms are well founded and, if so, what can (or should) be done to alter present practices and attitudes If our concerns are reasonable and our recommendations for remedial action are constructive, we can at least hope that useful discussion will result – particularly in the disciplinary subdivision with which we have been most closely associated.
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Musiimenta, Angella, Wilson Tumuhimbise, Elly Bangumya, Aaron T. Mugaba, Robert Mugonza, Phionah Kobutungi, and Michael J. Nankunda. "Exploring the Gender Gap in Science, Technology, Engineering, and Mathematics (STEM), and Soft Skills, and Knowledge of Role of Models Among Students in Rural Uganda." Journal of Education and Development 3, no. 3 (December 14, 2019): 31. http://dx.doi.org/10.20849/jed.v3i3.621.
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Background: Globally, women’s representation in STEM fields remains significantly lower than that of men. Studies assessing the STEM gender gap in disadvantaged rural-based schools are lacking.Objective: To examine the gender differences in attitudes towards STEM and soft skills, and knowledge of role models among students of Nakivale secondary school in Nakivale refugee settlement, southwestern Uganda.Methods: We employed a cross sectional study design that administered pilot tested questionnaires to 111 secondary school students in Nakivale secondary school.Results: More girls than boys reported negative attitudes towards STEM. Both boys and girls demonstrated low attitudes towards the 21st century skills (such as goal setting, leadership skills, team work skills, time management and computer/internet skills), low intentions of pursuing STEM-related subjects in future, as well as limited exposure to STEM role models.Implication: Interventions to address girls’ negative attitudes towards STEM, improve students’ 21st century skills, develop students’ interest in STEM subjects/careers, and link students to role models are urgently needed especially in marginalized areas such as refugee settlements.
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O'Lawrence, Henry. "The Workforce for the 21st Century." Issues in Informing Science and Information Technology 14 (2017): 067–85. http://dx.doi.org/10.28945/3724.
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Aim/Purpose: In today’s changing economy, economic growth depends on career and technical programs for skill training. Background: This study discusses the key area in promoting individual learning and skill training and discusses the importance of career education and training as a way of promoting economic growth. Methodology : This study uses a qualitative study approach to investigate and report on the status and influence of Workforce Education and Development and its economic importance. Contribution: This report contributes to the knowledge base common to all work settings that can solve many human performance problems in the workplace. Findings: This study also justifies and validates the ideas on the importance of workforce education and development in the 21st century as a way of developing economic growth and providing learning to make individuals competitive in the global economy. Recommendations for Practitioners : For practitioners, this study suggests that we must always have discussions of what leads to career success and understanding that there is not enough high-skill/high-wage employment to go around. Therefore, developing these skills requires a decision about a career or related group of jobs to prepare to compete for them; we have to provide training needed in order to be competitive in global economy. Recommendation for Researchers: Researchers have to develop strategies to promote career direction with willingness to evaluate the level of academic interest, level of career focus and readiness for life away from home (attitudes, skills and knowledge of self). Impact on Society: Institutions must regularly evaluate curriculum to reflect the rapid technological changes and the globalization of world markets that reflect their mission and develop students’ mindset to always think big and think outside the box in order to be competitive in the global market. Change is external, transition is internal. It is important that the change agent communicate both the reasons for change and the probable consequences that people will experience during the time of this change, which is transition – a change people go through when they become unemployed or face a major employment obstacle in their lives. Future Research: New research should focus on career assessment materials and related academic programs and career directions that will promote success.
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Busa, Csilla, Ágnes Csikós, and Zsuzsanna Füzesi. "HA MENNI KELL." Metszetek 6, no. 2 (December 8, 2022): 186–202. http://dx.doi.org/10.18392/metsz/2017/3/2.
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People’s attitudes toward death has changed in the 21st century. The study shows how social-economic changes and development of medicine had an influence on attitudes toward death. After that describes the importance of end of life decisions, ways and legal methods of choosing postmodern (individualized) death, and finally the postmodern funeral and mourning rites.
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Syam, Christanto, Yudhistira Oscar Olendo, Zakarias Aria Widyatama Putra, and Jagad Aditya Dewantara. "RELEVANSI NILAI-NILAI PANCASILA TERHADAP RANAH PENDIDIKAN SEBAGAI PENGUAT KETERAMPILAN DI ABAD 21." Academy of Education Journal 14, no. 2 (September 25, 2023): 1275–84. http://dx.doi.org/10.47200/aoej.v14i2.2034.
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Being a deep linkage of morals formed from Pancasila values can also be connected to the realm of education and become a bridge in its efforts to strengthen skills in the 21st century. Whereas 21st century skills produce learner competency outcomes to navigate changes in civilization, being a paradigm of Pancasila values can counteract the negative impacts resulting from individualistic attitudes due to inaction in implementing 21st century skills. This research uses a qualitative method with a case study approach. This research uses a qualitative method with a case study approach. The data sources used verbal and nonverbal data sources. Data collection methods used observation, interviews, and documentation. Data analysis in this research is using the interactive model of Miles and Huberman. Reliability and validity of data in this qualitative research used trust test and focused on triangulation techniques.Pancasila values have relevance to the realm of education in the cognitive, affective, and psychomotor domains. The values of Pancasila can also strengthen skills in the 21st century The relevance of Pancasila values to the realm of education as a strengthener of skills in the 21st century is certainly interrelated. This is to dismiss concerns in responding to the growing civilization. The values of Pancasila become the foundation in the realm of education so that, it can complete the domain in Bloom's taxonomy in learning. Meanwhile, 21st century skills will be strong with the relevance that exists between the values of Pancasila and the realm of education.
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Yunus, Doğan, Batdi Veli, and Tüfekci Hülya. "Effect of coding-based instructional interventions on learners' attitudes: A mixed-meta study." i-manager's Journal of Educational Technology 19, no. 3 (2022): 45. http://dx.doi.org/10.26634/jet.19.3.19267.
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The concept of "21st century skills" has entered our lives in the recent past and has been used to describe the skills that our children should be equipped with while preparing them for the future world. Coding skill, in this regard, is seen as a new 21st century skill that is assumed to be a part of logical reasoning. The main purpose of the present research is to examine the use of coding-based interventions in learning environments from various perspectives and reveal their effects on student attitudes in detail with a research synthesis based on the mixed-meta method. Primarily, a quantitative metaanalysis was used to determine the effects of coding-based practises on student attitudes. Another process that will enrich the content reached in the study and add a qualitative dimension to it is the meta-thematic analysis stage. As a result of the meta-analysis, the effect size reached is moderate (g = 0.555), and the effect of the related practises on the learners' attitude scores is positive. As a result of the meta-thematic analysis carried out in order to further consolidate the findings of the meta-analysis, five major themes emerged: the effect of coding-based instruction on the cognitive dimension, its effect on the affective dimension, its contribution to 21st century skills, its contribution to personal and professional development, and difficulties encountered in coding-based instruction.
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Rane, Halim, Adis Duderija, Riyad H. Rahimullah, Paul Mitchell, Jessica Mamone, and Shane Satterley. "Islam in Australia: A National Survey of Muslim Australian Citizens and Permanent Residents." Religions 11, no. 8 (August 14, 2020): 419. http://dx.doi.org/10.3390/rel11080419.
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This article presents the findings of a national survey on Islam in Australia based on responses of 1034 Muslim Australian citizens and permanent residents. Knowing what Muslim Australians think about Islam in relation to Australian society is essential for a more informed understanding about Islam and Muslims needed to address misinformation, Islamophobia, and extremism. The findings presented in this article include typologies of Muslims; sources of influence concerning Islam; interpretations of the Qur’an; perspectives on ethical, social, and theological issues; issues of concern; social connections and sense of belonging; views on various Muslim-majority countries; and perspectives concerning political Islam, including jihad, caliphate, and shariah. While respondents’ understandings, interpretations, and expressions of Islam overall align with values and principles of equality, human rights, social cohesion, and social justice, a minority were found to understand and interpret Islam in ways that reflect the influence of late 20th and early 21st century ideas associated with Islamist political ideology, and a smaller sub-group were found to have views that could be considered extreme. This article discusses these findings in relation to the early 21st century time-period factors and the Australian social context.
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Timor, Tsafi. "Classroom Management in the 21st Century: A Study of Novice Teachers'' Attitudes." International Journal of Pedagogy and Curriculum 21, no. 1 (2014): 1–18. http://dx.doi.org/10.18848/2327-7963/cgp/v21i01/58991.
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