Collaborative skill is the most mentioned among skills in 21st century skills research because it plays a very importance role in learning as well as working. Although it has received many studies, but researches on the scale to evaluate this skill have still limited. Based on the theoretical related to collaborative skill in the trend to the 21st century approach, the criteria to measure this skill was developed and structured into the scale. Then, this scale was analyzed in two stages: (1) pilot test to analyze the reliability of the scale on self-assessment of 92 students and the got comments and suggestions from 5 lecturers as well as students was conducted; (2) The formal research stage is mainly used the exploratory factor as well as the reliability analysis from 467 student responses. The research results determined that there are 22 criteria divided into 4 factors belonging to 3 components. In which, 4 criteria of the knowledge component, 5 criteria of the attitude\values\ethical component, 13 criteria of the skills component include the element interacts and works effectively with others\ multicultural team (4 criteria) and project management in a multicultural environment, guiding and managing others (9 criteria) were selected.
Experiential Learning (EL) is the process of learning through experiences (practice/ experiment/discovery and so on) to develop new skills, attitudes and thinking. EL provides technical students with opportunities to learn actively, relate well to others, emerge theoretical knowledge into practical context to develop their comprehensive competences for a sustainable development. The article refers to a brief overview of experiential learning and types of experiential learning activities as well as a status of participating in experiential learning activities of technical students at higher education institutions in Vietnam. Qualitative (interview) and quantitative (questionnaire) research was applied to identify levels of participating in experiential learning activities of technical students and differences among factors such as school year, gender, learning results with these activities. Results in technical students' perspective indicated that students took part in many EL activities in occasional and low level except two groups of EL activities: do family support, identify problem and make plans reached frequency/often level. Additionally, statistics also show that there are significant differences between variables (School year and Great Point Average) with nearly all the EL activities but only significant differences between male and female students in doing family support activities.
Collaborative problem solving (CPS) is an indispensable competency of workers as well as engineers in the 21st century. Therefore, it is very necessary to develop for students. Frameworks and scale are 2 importance factors when researches are conducted on developing of competency as well as CPS competency. There are some researchers have interested in on these issues. In the results, the CPS frameworks were divided into at least 2 components: Collaborative and Problem solving. However, with the perspective of CPS competency is not a compound competency, the structure divided into 2 parts is not really suitable, so it is necessary to develop this competency frameworks more appropriately. This article mainly focuses on research results of CPS framework, scales and criteria to evaluate CPS competency of technical students. Research results will be foundations for developing tools to measure the development of the CPS competency.
The overview of 24 documents, aims to gain 4 main contents: 1) An overview of the definitions of the 21st-century skills and\or competencies; 2) an Overview of 21st-century competencies frameworks; 3) Overview of 21st-century component competencies; 4) Comparison of 21st-century competencies with required competencies in the National Education Programme – General Educational Programmes in Viet Nam. The results indicate that: 1) Definitions of 21st-century skills as well as competencies in each research have many different expressions but still have some commonalities; 2) There are many sub-competencies in 21stcentury competency frameworks, but there is no consensus on the naming and classification of these sub-competencies; 3) There are 45 detail competencies were mentioned in 13 typical competency frameworks, in which, top 10 mentioned competencies including: Collaboration or teamwork, technology literacy, creativity and innovation, citizenship, information literacy, communication, self - direct, critical thinking, problem solving, management or leadership; 4) All 13 competencies in the National Education Programme – General Educational are mentioned in the typical 21st-century competency frameworks, in which, 6 competencies belong to top 10, 6 competencies are in the top 20 of the most mentioned 21st century competencies.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.