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Evolution of the framework for 21st century competencies

·2013·Knowledge Management & E-Learning: An International Journal
DOI 10.34105/j.kmel.2013.05.002
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Abstract

This article presents the successive changes and evolution of the frameworks for 21st century competencies, since the appearance of the first conceptual models during the final years of the last century, and also it is a review of the competencies that are needed in the 21st century with a special focus on the Information and Communication Technologies (ICT) competencies. The included frameworks have been elaborated by diverse institutions such as international organizations, private consortia and also governments as a guideline for educational policies in elementary and secondary schools. Later, the frameworks are compared and analyzed according to a classification of the competencies into general categories, in order to visualize some trends and obtain some insights about the direction they are heading. Finally, it provides some suggestions for the conception of future frameworks.

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  • Researchers and academics are calling for a broadening of the emphasis to encompass personal and socio-cultural factors, such as managing one's personal information and online profile, safety and security, and exercising digital judgement.

    “On the other hand, researchers and academics are calling for a broadening of the emphasis to encompass personal and socio-cultural factors, such as managing one's personal information and online profile, safety and security, and exercising digital judgement (e.g., Foulger etal. 2017; Salas-Pilco 2013).”

    From From digital literacy to digital competence: the teacher digital competency (TDC) framework (2020) · cites this paper as Salas-Pilco 2013

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Research works printed but not linked: 21

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Venue
Knowledge Management & E-Learning: An International Journal
Publisher
Laboratory for Knowledge Management and E-Learning - The University of Hong Kong
Published
2013-03-15
Pages
10-24
ISSN
2073-7904
DOI
10.34105/j.kmel.2013.05.002
Cited by
9
References
0

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