Dimensional structure of 21st century competences in university students of education

Authors

DOI:

https://doi.org/10.7203/relieve.24.1.12548

Keywords:

21st century competences, ICT competences, high skills, university students, personal factors

Abstract

The new Knowledge Society requires new competences, which are known as 21st Century Competences. These competences are subdivided into competencies of higher-order thinking and competences in information and communication technologies. The aim of this article is to determine the dimensional structure of 21st century competences, together with key personal factors in this regard. This is a correlational study, based on a survey design, whose sample is constituted by students of the degrees of Pedagogy and Social Education at University of Valencia, selected by a non-probabilistic and accidental sampling, collecting the information by means of two questionnaires. The results point out that the competences for the 21st century are composed of two subsets, the competences of higher-order thinking and the ICT competences, which form a whole. In addition, it has been found that personal factors have a significant impact on this structure. It is suggested that education policies should address both aspects, in order to train citizens included in the Knowledge Society.

Author Biographies

Gonzalo Almerich, University of Valencia

Professor at Department of Research Methods and Diagnosis in Education of the University of Valencia. Member of the Educational Technology Unit at said university. His postal address is: Faculty of Philosophy and Educational Sciences. Avda. Blasco Ibáñez, 30. 46010-Valencia (Spain)

Isabel Díaz-García, University of Valencia

Doctor in Education. Professor of the Research Methods an Diagnosis in Education Department. His main field of research is the application of technologies to education. Her postal address is: Dpt. MIDE, Avda. Blasco Ibáñez, 30. 46010-Valencia (Spain).

Sara Cebrián-Cifuentes, University of Valencia

Pedagogue and Master in Politics, and Management in Educational Organizations, Master in Technological Innovation in Education and Master's Degree in Teacher Training in Secondary Education. Currently, he is a Researcher in Training (FPU 2014), in the Department of Research Methods and Diagnosis in Research, Faculty of Philosophy and Education Sciences, University of Valencia. Her postal address is: Dpt. MIDE, Avda. Blasco Ibáñez, 30. 46010-Valencia (Spain).

Jesús Suárez-Rodríguez, University of Valencia

Professor of Research Methods in Education at the Faculty of Philosophy and Education Sciences of the University of Valencia. He was Director of the magazine RELIEVE until 2009. He is coordinator of the Educational Technology Unit at the University of Valencia. His work focuses on the methodological, analytical and measurement elements in the fields of Social Sciences and Health. In recent years, his line of research focuses on the impact of ICT in different educational levels. Mailing address: Faculty of Philosophy and Educational Sciences. Avda. Blasco Ibáñez, 30. 46010-Valencia (Spain).

References

Alberta Education (2011). Framework for student learning: Competencies for engaged thinkers and ethical citizens with an entrepreneurial spirit. Edmonton: Author. Disponible en: https://open.alberta.ca/dataset/4c47d713-d1fc-4c94-bc97-08998d93d3ad/resource/58e18175-5681-4543-b617-c8efe5b7b0e9/download/5365951-2011-framework-student-learning.pdf 

Ananiadou, K. & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. Organisation for Economic Cooperation and Development. EDU Working paper 41. doi: https://doi.org/10.1787/218525261154

Anderson, R. E. (2008). Implications of the information and knowledge society for education. En J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 5-22). New York: Springer. doi: https://doi.org/10.1007/978-0-387-73315-9_1

Arras, A. M. D. G., Torres, C. A., & García-Valcárcel, A. (2011). Competencias en Tecnologías de Información y Comunicación (TIC) de los estudiantes universitarios. Revista latina de comunicación social, (66), 130-152. doi: https://doi.org/10.4185/RLCS-66-2011-927-130-152

Azizi-Fini, I., Hajibagheri, A., & Adib-Hajbaghery, M. (2015). Critical thinking skills in nursing students: a comparison between freshmen and senior students. Nursing and midwifery studies, 4(1), e25721. doi: https://doi.org/10.17795/nmsjournal25721

Baturay, M. H., Gökçearslan, Ş., & Ke, F. (2017). The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance. International Journal of Technology Enhanced Learning, 9(1), 1-13. doi: https://doi.org/10.1504/IJTEL.2017.10003119

Betancourth-Zambrano, S., Muñoz-Moran, K. T., & Rosas-Lagos, T. J. (2017). Evaluación del pensamiento crítico en estudiantes de educación superior de la región de Atacama-Chile. PROSPECTIVA. Revista de Trabajo Social e Intervención Social, (23), 199-223. doi: https://doi.org/10.25100/prts.v0i23.4594

Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining 21st century skills. En P.E. Griffin, B. McGaw, and E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Dordrecht: Springer. doi: https://doi.org/10.1007/978-94-007-2324-5_2

Cabezas-González, M., Casillas-Martín, S., Sanches-Ferreira, M., & Teixeira-Diogo, F. L. (2016). ¿Condicionan el género y la edad el nivel de competencia digital? Un estudio con estudiantes universitarios. Fonseca, Journal of Communication, 15(15), 109-125. doi: https://doi.org/10.14201/fjc201715109125

Calvani, A., Fini, A., & Ranieri, M. (2010). Digital Competence in K-12: theoretical models, assessment tools and empirical research. Anàlisi: quaderns de comunicació i cultura, (40), 157-171. doi: https://doi.org/10.7238/a.v0i40.1151

Centeno Moreno, G., & Cubo Delgado, S. (2013). Evaluación de la competencia digital y las actitudes hacia las TIC del alumnado universitario. Revista de Investigación Educativa, 31(2), 517-536. doi: https://doi.org/10.6018/rie.31.2.169271

Chai, C. S., Deng, F., Tsai, P.-S., Koh, J. H. L., & Tsai, C.-C. (2015). Assessing multidimensional students’ perceptions of twenty-first-century learning practices. Asia Pacific Education Review, 16(3), 389–398. doi:  https://doi.org/10.1007/s12564-015-9379-4

Cheung, W., & Huang, W. (2005). Proposing a framework to assess Internet usage in university education: an empirical investigation from a student's perspective. British Journal of Educational Technology, 36(2), 237-253. doi: https://doi.org/10.1111/j.1467-8535.2005.00455.x

Claro, M., Preiss, D. D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., Cortés, F. & Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59(3), 1042-1053. doi: https://doi.org/10.1016/j.compedu.2012.04.004

Comisión Europea (2018). ANEXO de la Propuesta de Recomendación del Consejo relativa a las competencias clave para el aprendizaje permanente. Disponible en https://eur-lex.europa.eu/resource.html?uri=cellar:395443f6-fb6d-11e7-b8f5-01aa75ed71a1.0013.02/DOC_2&format=PDF.

Díaz-García, I., Cebrián-Cifuentes, S., & Fuster-Palacios, I. (2016). Las competencias en TIC de estudiantes universitarios del ámbito de la educación y su relación con las estrategias de aprendizaje. RELIEVE, 22(1). doi: http://doi.org/0.7203/relieve.22.1.8159

Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers and Education. 551(1), 187-199. doi: https://doi.org/10.1016/j.compedu.2007.05.001

Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. doi: https://doi.org/10.1007/BF02299597

Fraillon, J., Schulz, W., & Ainley, J. (2013). International Computer and Information Literacy Study: Assessment framework. Amsterdam: IEA.

Fundación ECDL. (s.f.). The European Computer Driving Licence Foundation Limited. Disponible en http://www.ecdl.org/

International Society for Technology in Education (ISTE) (2016). ISTE Standards for Students. Disponible en: http://www.iste.org/standards/standards

Gargallo López, M., Suárez-Rodríguez, J.M., Almerich, G., Verde Peleato, I. & Cebriá Iranzo, Mª. A. (2018, en prensa). Validación dimensional del Student Engagement Questionnaire (SEQ) en población universitaria española. Capacidades del alumno y entorno de enseñanza/aprendizaje. Anales de Psicología, 34(2).

Kember, D. & Leung, D. (2005). The influence of the teaching and learning environment on the development of generic capabilities needed for a knowledge-based society. Learning Environments Research, 8, 245-266. doi: https://doi.org/10.1007/s10984-005-1566-5

Kember, D. & Leung, D. (2009). Development of a questionnaire for assessing students’ perceptions of the teaching and learning environment and its use in quality assurance. Learning Environments Research, 12, 15-29. doi: https://doi.org/10.1007/s10984-008-9050-7

Kember, D. & Leung, D. (2011). Disciplinary differences in student ratings of teaching quality. Research in Higher Education, 52, 278-299. doi: https://doi.org/10.1007/s11162-010-9194-z

Kember, D., Leung, D. & Ma, R. (2007). Characterizing learning environments capable of nurturing generic capabilities in higher education. Research in Higher Education, 2, 48(5), 609-632. doi: https://doi.org/10.1007/s11162-006-9037-0

Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Chin-Chung, T. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59–68.

Molina-Patlán, C., Morales-Martínez, G. P., & Valenzuela-González, J. R. (2016). Competencia transversal pensamiento crítico: Su caracterización en estudiantes de una secundaria de México. Revista Electrónica Educare, 20(1), 1-26. doi: https://doi.org/10.15359/ree.20-1.11

P21 (2015). P21 Framework Definitions. Partnership for 21st Century Skills. Disponible en: http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf.

Red de Bibliotecas Universitarias (REBIUN) (2016). Marco de competencia digital para estudiantes de grado. CRUE- REBIUN. Disponible en http://www.rebiun.org/competenciadigital/Documents/Propuesta_adaptacion_competenciadigital_estudiante_grado_0916.pdf.

Sang, G., Liang, J. C., Chai, C. S., Dong, Y., & Tsai, C. C. (2018). Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective. Asia Pacific Education Review, 1-11. doi: https://doi.org/10.1007/s12564-018-9522-0

Schleicher, A. (2016). Desafíos para PISA. RELIEVE, 22(1). doi: http://doi.org/10.7203/relieve.22.1.8429

Torres-Gastelú, C. A., & Kiss, G. (2016). Perceptions of Students towards ICT Competencies at the University. Informatics in Education, 15(2), 319-338. doi: https://doi.org/10.15388/infedu.2016.16

UNESCO (2015). Replantear la educación. ¿Hacia un bien común mundial? Paris: UNESCO.

Van Braak, J. P. (2004). Domains and determinants of university students’ self-perceived computer competence. Computers & Education, 43(3), 299-312. doi: https://doi.org/10.1016/j.compedu.2003.09.006

van de Oudeweetering, K., & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula. The Curriculum Journal, 29(1), 116-133. doi:  https://doi.org/10.1080/09585176.2017.1369136

Van Laar, E., van Deursen, A. J., van Dijk, J. A., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in human behavior, 72, 577-588. doi: https://doi.org/10.1016/j.chb.2017.03.010

Verhoeven, J. C., Heerwegh, D., & De Wit, K. (2016). ICT learning experience and research orientation as predictors of ICT skills and the ICT use of university students. Education and Information Technologies, 21(1), 71-103. doi: https://doi.org/10.1007/s10639-014-9310-3

Voogt, J., & Pareja-Roblin, N. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321. doi: https://doi.org/10.1080/00220272.2012.668938

Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of computer assisted learning, 29(5), 403-413. doi: https://doi.org/10.1111/jcal.12029

Vuorikari, R., Punie, Y., Carretero Gomez S., & Van den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Sevilla: Unión Europea.

World Economic Forum (2015). New vision for education: Unlocking the potential of technology. Ginebra: World Economic Forum. Disponible en: http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf.

Yalman, M., Basaran, B., & Gonen, S. (2016). Information and Communication Technology Skills of Students Using the Distant Education Management System to Complete Their Theology Undergraduate Education. Journal of Education and Training Studies, 4(10), 95-104. doi: https://doi.org/10.11114/jets.v4i10.1752

Downloads

Published

2018-07-03

Issue

Vol. 24 No. 1 (2018)

Section

Research Articles

License

The authors grant non-exclusive rights of exploitation of works published to RELIEVE and consent to be distributed under the Creative Commons Attribution-Noncommercial Use 4.0 International License (CC-BY-NC 4.0), which allows third parties to use the published material whenever the authorship of the work and the source of publication is mentioned, and it is used for non-commercial purposes. 

    The authors can reach other additional and independent contractual agreements, for the non-exclusive distribution of the version of the work published in this journal (for example, by including it in an institutional repository or publishing it in a book), as long as it is clearly stated that the Original source of publication is this magazine.  

    Authors are encouraged to disseminate their work after it has been published, through the internet (for example, in institutional archives online or on its website) which can generate interesting exchanges and increase work appointments. 

   The fact of sending your paper to RELIEVE implies that you accept these conditions.