The Transformative Role of Peer Learning Projects in 21st Century Schools—Achievements from Five Portuguese Educational Institutions

Carvalho, Ana Raquel Batista de; Santos, Carlos

doi:10.3390/educsci11050196

Cited by 10 publications

(4 citation statements)

References 40 publications

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“…Professional development, ELT methods of teaching, technological tools, curriculum, goals and objectives; students' backgrounds; and varieties of tasks and activities all play an important role in the teaching and learning process. As Carvalho and Santos [33] pointed out, exposing learners to the 4Cs skills has an us for over a decade. Nonetheless, they are the foundation for excellent teaching and eventual student success.…”

Section: Differences According To the Variable Of Trainingmentioning

confidence: 99%

The Reality of Middle School (Intermediate) Female Students in Saudi Arabia and the Practice of 21st-Century Skills: Teachers’ Perspective

Alowayyid

2023

Education Research International

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The skills that were considered necessary for success in the 21st century included the ability to improve social and intellectual abilities such as communication, cooperation, critical thinking, and problem-solving, as well as creativity and innovation. It also contains methods of working, interacting, cooperating, and working in teams so that they can encourage and support skills relevant to the 21st century, such as literacy, information technology, and digital networks. Thus, this study aims to know the reality of middle school (intermediate) pupils in the Kingdom of Saudi Arabia about putting the skills of the 21st century into practice. The researcher employed the descriptive survey approach in her work, and the study tool (questionnaire) was used on a random sample composed of middle school (intermediate) teachers (female) in the Al-Qassim region. The following are some of the major results of the study: The use of technology by the middle school (intermediate) female students efficiently and effectively garnered a high response rate from the study participants. However, the intermediate students’ skills in information, media and technology culture, health and safety skills, and self-leadership put into practice earned an average response rate from the study participants. There were statistically significant differences in the study, which favored higher education qualifications and the attendance of training courses relevant to the “skills of the 21st century,” with no statistically significant differences for the more years of experience. The study advised that material and moral motivation tactics should be utilized as it is of essential relevance and required for the leaders of schools to urge them on new leadership practices.

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Section: Differences According To the Variable Of Trainingmentioning

confidence: 99%

The Reality of Middle School (Intermediate) Female Students in Saudi Arabia and the Practice of 21st-Century Skills: Teachers’ Perspective

Alowayyid

2023

Education Research International

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“…Finally, we should not forget that exposing learners to the 4Cs skills creates an overall impact in the lives of our learners for productivity, knowledge or awareness, independency and global competitiveness as Carvalho and Santos (2021) opined. The 4Cs, communication, critical thinking, collaboration, and creativity, are not new.…”

Section: Pedagogical Implications and Conclusionmentioning

confidence: 99%

Business English instruction: Empowering learners with the 4Cs of the 21st century

Ahmed

2022

Front. Educ.

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This research aims to measure the perceptions of business English teachers regarding the effectiveness of the proposed communication, collaboration, critical thinking, and creativity (4Cs) teaching model. Furthermore, it also identifies some of the gaps that emerged while applying the 4Cs model, and finally recommends deliberate instructional steps for using the model. The participants in the study are 140 Business English teachers at an academic institution in the eastern part of Saudi Arabia. The study is driven by the belief that educators in this field need to create modern language instruction involving the 21st century 4Cs: communication, collaboration, critical thinking, and creativity by the intervention of carefully planned objectives, varied activities, varieties of teaching methodologies, technological tools and materials, interaction patterns, teachers’ professional development and students’ awareness and cultural background. Using two questionnaires, the study gauged EFL teachers’ perceptions of the application of a specially developed 4Cs framework for Business English, to ensure that the students enrolled in these courses are fit to take on the role of global citizens. Findings show that teachers are positive about the appropriateness of applying the framework in the context of 21st century skills, and a viable degree of effectiveness in a learning environment. Participant teachers who applied this approach using the conceptualized paradigm in teaching Business English recommend its efficacy due to relevant pedagogical implications and practical principles that were discovered. The study concludes with six principles that can be directly used to ensure that the 4Cs which are a necessity in the 21st education system is integrated by educators in English language teaching (ELT) instruction.

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“…Student-centered teaching methods have been widely adopted in Western countries. For instance, Portugal has implemented peer learning as part of higher education reform [28]. In Brazil, project-based learning (PBL) and cooperative learning have been applied to curriculum reform in geotechnical engineering at the Technical University of Valencia [29].…”

Section: Introductionmentioning

confidence: 99%

Engineering Curriculum Reform Based on Outcome-Based Education and Five-Color Psychology Theory

Mao

et al. 2023

Sustainability

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Innovation in curriculum design at the system level is crucial for nurturing students’ sustainability skills. This study focuses on the teaching reform of a hydraulic engineering construction and management course, taking a sustainable development perspective and achieving a harmonious integration of knowledge acquisition and skill development. A “One Center, Two Platforms, and Three Education” teaching model is devised, incorporating outcome-based education and five-color psychological theory. This model encompasses a student-centered approach, leveraging the Chaoxing platform and a virtual simulation experiment platform while addressing theoretical, practical, and ideological-political education. The study participants consisted of water and hydropower engineering students at the School of Energy and Power Engineering, Xihua University. This teaching model not only enhances students’ learning motivation but also elevates their academic performance. Moreover, the model has yielded notable improvements in students’ overall quality, independent learning abilities, and innovation aptitude. The effectiveness of this teaching model in engineering courses has garnered positive feedback from both graduates and employers, who acknowledge its contribution to enhancing teaching quality and promoting sustainable development in engineering education. Furthermore, this model can serve as a reference for enhancing college education and fostering students’ abilities and ethical standards.

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The Transformative Role of Peer Learning Projects in 21st Century Schools—Achievements from Five Portuguese Educational Institutions

Cited by 10 publications

References 40 publications

The Reality of Middle School (Intermediate) Female Students in Saudi Arabia and the Practice of 21st-Century Skills: Teachers’ Perspective

The Reality of Middle School (Intermediate) Female Students in Saudi Arabia and the Practice of 21st-Century Skills: Teachers’ Perspective

Business English instruction: Empowering learners with the 4Cs of the 21st century

Engineering Curriculum Reform Based on Outcome-Based Education and Five-Color Psychology Theory

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