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Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education.
Thornhill-Miller, Branden; Camarda, Anaëlle; Mercier, Maxence; Burkhardt, Jean-Marie; Morisseau, Tiffany; Bourgeois-Bougrine, Samira; Vinchon, Florent; El Hayek, Stephanie; Augereau-Landais, Myriam; Mourey, Florence; Feybesse, Cyrille; Sundquist, Daniel; Lubart, Todd.
Afiliación
  • Thornhill-Miller B; Faculty of Philosophy, University of Oxford, Oxford OX2 6GG, UK.
  • Camarda A; International Institute for Competency Development, 75001 Paris, France.
  • Mercier M; LaPEA, Université Paris Cité and Univ Gustave Eiffel, 92100 Boulogne-Billancourt, France.
  • Burkhardt JM; Institut Supérieur Maria Montessori, 94130 Nogent-Sur-Marne, France.
  • Morisseau T; LaPEA, Université Paris Cité and Univ Gustave Eiffel, 92100 Boulogne-Billancourt, France.
  • Bourgeois-Bougrine S; LaPEA, Univ Gustave Eiffel and Université Paris Cité, CEDEX, 78008 Versailles, France.
  • Vinchon F; LaPEA, Université Paris Cité and Univ Gustave Eiffel, 92100 Boulogne-Billancourt, France.
  • El Hayek S; Strane Innovation, 91190 Gif-sur-Yvette, France.
  • Augereau-Landais M; LaPEA, Université Paris Cité and Univ Gustave Eiffel, 92100 Boulogne-Billancourt, France.
  • Mourey F; LaPEA, Université Paris Cité and Univ Gustave Eiffel, 92100 Boulogne-Billancourt, France.
  • Feybesse C; AFNOR International, 93210 Saint-Denis, France.
  • Sundquist D; AFNOR International, 93210 Saint-Denis, France.
  • Lubart T; LaPEA, Université Paris Cité and Univ Gustave Eiffel, 92100 Boulogne-Billancourt, France.
J Intell ; 11(3)2023 Mar 15.
Article en En | MEDLINE | ID: mdl-36976147
This article addresses educational challenges posed by the future of work, examining "21st century skills", their conception, assessment, and valorization. It focuses in particular on key soft skill competencies known as the "4Cs": creativity, critical thinking, collaboration, and communication. In a section on each C, we provide an overview of assessment at the level of individual performance, before focusing on the less common assessment of systemic support for the development of the 4Cs that can be measured at the institutional level (i.e., in schools, universities, professional training programs, etc.). We then present the process of official assessment and certification known as "labelization", suggesting it as a solution both for establishing a publicly trusted assessment of the 4Cs and for promoting their cultural valorization. Next, two variations of the "International Institute for Competency Development's 21st Century Skills Framework" are presented. The first of these comprehensive systems allows for the assessment and labelization of the extent to which development of the 4Cs is supported by a formal educational program or institution. The second assesses informal educational or training experiences, such as playing a game. We discuss the overlap between the 4Cs and the challenges of teaching and institutionalizing them, both of which may be assisted by adopting a dynamic interactionist model of the 4Cs-playfully entitled "Crea-Critical-Collab-ication"-for pedagogical and policy-promotion purposes. We conclude by briefly discussing opportunities presented by future research and new technologies such as artificial intelligence and virtual reality.
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Texto completo: 1 Base de datos: MEDLINE Idioma: En Revista: J Intell Año: 2023 Tipo del documento: Article

Texto completo: 1 Base de datos: MEDLINE Idioma: En Revista: J Intell Año: 2023 Tipo del documento: Article