Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

González-Salamanca, Juan Carlos; Agudelo, Olga Lucía; Salinas, Jesús

doi:10.3390/su122410366

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Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

Juan Carlos González-Salamanca

Olga Lucía Agudelo

² and

Jesús Salinas

^3,*

District Secretary of Education, Francisco José de Caldas Industrial Technical Institute, Electricity and Electronics, Bogotá 111061, Colombia

Faculty of Education, University of Santander, Bucaramanga 050020, Colombia

Institute for Educational Research and Innovation, The University of the Balearic Islands, 07122 Palma, Spain

Author to whom correspondence should be addressed.

Sustainability 2020, 12(24), 10366; https://doi.org/10.3390/su122410366

Received: 28 October 2020 / Revised: 30 November 2020 / Accepted: 8 December 2020 / Published: 11 December 2020

(This article belongs to the Special Issue ICT and Sustainable Education)

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Abstract

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized. View Full-Text

Keywords: 21st century skills; personalized learning; curricular co-design; ICT; learning paths

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González-Salamanca, J.C.; Agudelo, O.L.; Salinas, J. Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review. Sustainability 2020, 12, 10366. https://doi.org/10.3390/su122410366

AMA Style

González-Salamanca JC, Agudelo OL, Salinas J. Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review. Sustainability. 2020; 12(24):10366. https://doi.org/10.3390/su122410366

Chicago/Turabian Style

González-Salamanca, Juan C., Olga L. Agudelo, and Jesús Salinas. 2020. "Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review" Sustainability 12, no. 24: 10366. https://doi.org/10.3390/su122410366

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Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

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