The effects of the 21st century skills curriculum on the development of students’ creative thinking skills

DİLEKÇİ, Atilla; Karatay, Halit

doi:10.1016/j.tsc.2022.101229

Cited by 33 publications

(24 citation statements)

References 20 publications

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“…Although English writing is still important for communication, the skills required for success in the 21st century have expanded beyond the traditional skills. Dilekci and Karatay (2023) emphasize that the technological advancements in the information age necessitate students to possess 21 st century skills such as Halaweh critical thinking, problem solving, creative thinking, cooperative working skills, and technology skills including digital and information literacy.…”

Section: Concerns Stem From Text Generationmentioning

confidence: 99%

ChatGPT in education: Strategies for responsible implementation

Halaweh

2023

CONT ED TECHNOLOGY

229

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Since the launch of ChatGPT for public use, educators have expressed a variety of concerns about its integration into educational settings. This paper has been written to provide an in-depth examination of these issues and explore the potential use of ChatGPT in educational contexts. Specifically, it aims to (i) present an argument in favor of incorporating ChatGPT into education and (ii) provide educators with a set of strategies and techniques to ensure responsible and successful implementation of ChatGPT in teaching or research. By doing so, this paper aims to promote a more informed discussion around the use of ChatGPT in education.

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Section: Concerns Stem From Text Generationmentioning

confidence: 99%

ChatGPT in education: Strategies for responsible implementation

Halaweh

2023

CONT ED TECHNOLOGY

229

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“…In order to comply with SKKNI Industry 4.0, the curriculum can be restructured by strengthening courses related to digital technology and data, such as the Internet of Things (IoT), Big Data, and Artificial Intelligence (AI). In addition, courses can also be directed at developing skills needed in Industry 4.0, such as programming skills, data analysis, and project management (Dilekçi & Karatay, 2023).…”

Section: Resultsmentioning

confidence: 99%

Restructuring of Undergraduate Information Technology Curriculum in Fulfillment of SKKNI Industry 4.0 with an Independent Learning Campus Approach

Batmetan,

Rumagit,

Mamuaja

et al. 2023

IJITE

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Information technology has played an important role in the business and industrial environment. The suitability of the competence of graduates of information technology graduates and competency standards in the industry is a problem that is quite complicated to explore. The purpose of this study was to analyze the suitability of the undergraduate-level information technology curriculum with the competency map required by the industry which is always developing rapidly in the industrial era 4.0. This study also tries to recommend an information technology curriculum restructuring model with an independent campus learning approach. The method used in this study is a qualitative method with a traditional literature review approach that specifically analyzes documents in depth to gain new knowledge. The results of this study indicate that there is a large gap between the education process at the undergraduate level in the competencies students acquire and the occupations provided by industry which results in many undergraduate graduates not being absorbed by industry. The results of this study also show that the independent approach to independent campus learning is also not enough to bridge this gap because several stages do not go well. This study concludes that a comprehensive restructuring of the undergraduate curriculum is needed to obtain a curriculum that is good and adaptive to change.

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“…A. Dilekci and H. Karatay investigate the impact of an educational program developed following the "skills of the 21st century" on the development of such indicators of creative thinking as flexibility and originality [2]. According to their conclusions, creative thinking skills can be developed if there are appropriate conditions.…”

Section: Literature Reviewmentioning

confidence: 99%

Formation of creative thinking of schoolchildren using interactive timelines in the conditions of additional education

Soboleva,

Gorev,

Suvorova

et al. 2024

P Sci Edu

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The problem and the aim of the study. Preparing a graduate who can apply acquired knowledge in practice in new non-standard situations is one of the key tasks facing a digital school teacher. The information environment of additional education makes it possible to organize didactic interaction with online tools in a special way, during which its participants receive opportunities to demonstrate creativity and generate original ideas and solutions. The purpose of the study is to identify the potential of using interactive time tapes in classes in the additional education system to develop the creative thinking of schoolchildren. Research methods. The methodology is based on an analysis of the didactic possibilities of additional education and interactive services for the formation of creative thinking; on clarifying the training program and ways of organizing activities in the classroom when creating timelines. To develop a timeline, an online application Timeline JS is used. The experiment involved 60 schoolchildren from the creativity studios “Word” and “Miniature” (Russian Federation). To assess the maturity of creative thinking, the “Test of Divergent (Creative) Thinking” technique is used (author – F. Williams, adaptation – E. E. Tunik). For statistical processing of data, Pearson's χ2 (chi-square) criterion is used. Results. An important feature of the proposed work system is the integration of timelines into various areas of the studio activities: social-pedagogical, technical, physical education and sports, etc. Schoolchildren from the experimental group study according to the following plan: studying ready-made timelines; analysis of relevant Internet resources; creation of an interactive scale; discussion of the designed timeline; foresight session to identify options for its possible application. Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical system (χ2 = 6.154; p < 0.05). In conclusion, the possibilities of interactive timelines for the development of creative thinking are formulated: reusability; retrospective and multimedia presentation, etc. The difficulties that complicate the use of online services are described: time costs, the need to develop criteria for systematically assessing the effectiveness of using interactive applications for the appropriate purpose, etc.

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The effects of the 21st century skills curriculum on the development of students’ creative thinking skills

Cited by 33 publications

References 20 publications

ChatGPT in education: Strategies for responsible implementation

ChatGPT in education: Strategies for responsible implementation

Restructuring of Undergraduate Information Technology Curriculum in Fulfillment of SKKNI Industry 4.0 with an Independent Learning Campus Approach

Formation of creative thinking of schoolchildren using interactive timelines in the conditions of additional education

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