Educational Communities’ Perceptions of the Stimulation of 21st-Century Skills

Educational Communities’ Perceptions of the Stimulation of 21st-Century Skills

This paper describes how educational communities perceive the stimulation of 21st-century skills in students. A quantitative approach was employed, following a descriptive non-experimental research design, with a sample of 692 subjects comprising teachers, students, and parents and guardians. The re...

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Prif Awduron: Salamanca Garay, Ignacio Javier, Badilla Quintana, María Graciela
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Cyhoeddwyd: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
Mynediad Ar-lein:https://redie.uabc.mx/redie/article/view/4326
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spelling redie-article-43262024-05-03T18:51:36Z Educational Communities’ Perceptions of the Stimulation of 21st-Century Skills Percepción de la comunidad educativa sobre la estimulación de las Habilidades para el siglo XXI Percepção da comunidade educativa sobre a estimulação de habilidades para o século XXI Salamanca Garay, Ignacio Javier Badilla Quintana, María Graciela percepción sistema escolar desarrollo de las habilidades competencias para la vida perception school systems skills development life skills percepção sistema escolar desenvolvimento de habilidades competências para a vida This paper describes how educational communities perceive the stimulation of 21st-century skills in students. A quantitative approach was employed, following a descriptive non-experimental research design, with a sample of 692 subjects comprising teachers, students, and parents and guardians. The results reveal a perceived lack of stimulation of digital skills like robotics, electronics, and the development of mobile applications; social skills like taking a rights-based or gender-based approach; emotional skills like self-care and resilience; and cognitive skills like creative and computational thinking. In conclusion, educational communities exhibit only a moderate perception of the stimulation of 21st-century skills, which demonstrates a need to strengthen initiatives to promote these skills in the education system. El objetivo del artículo es describir el tipo de percepción de las comunidades educativas sobre la estimulación de Habilidades para el Siglo XXI en estudiantes. El método fue cuantitativo con un diseño descriptivo no experimental. La muestra correspondió a 692 sujetos entre profesores, estudiantes, padres y apoderados. Los resultados evidenciaron la percepción de una falta de estimulación de habilidades digitales como robótica, electrónica y creación de aplicaciones móviles; de habilidades sociales, como enfoque de derechos y género, de habilidades emocionales, como autocuidado y resiliencia, y de habilidades cognitivas, como el pensamiento creativo y computacional. En conclusión, la percepción de la comunidad educativa sobre la estimulación de las habilidades para el siglo XXI es moderada lo que demuestra que es necesario reforzar las iniciativas que promueven este tipo de habilidades en el sistema educacional. Este artigo descreve o tipo de percepção das comunidades educativas sobre a estimulação de competências para o Século XXI nos estudantes. Foi utilizado um método quantitativo com desenho descritivo não experimental em uma amostra de 692 sujeitos entre professores, alunos, pais e responsáveis. Os resultados evidenciam a percepção de que falta estimular habilidades digitais como a robótica, a eletrônica e a criação de aplicativos móveis; habilidades sociais, como o enfoque de direitos e gênero; habilidades emocionais, como o autocuidado e a resiliência, e habilidades cognitivas, como o pensamento criativo e computacional. Em conclusão, a percepção da comunidade educativa sobre a estimulação das habilidades para o século XXI é moderada, o que mostra que é preciso reforçar as iniciativas que promovam este tipo de habilidades no sistema educativo. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-01-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html text/xml application/pdf application/epub+zip https://redie.uabc.mx/redie/article/view/4326 10.24320/redie.2023.25.e03.4326 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-11 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-11 1607-4041 spa https://redie.uabc.mx/redie/article/view/4326/2344 https://redie.uabc.mx/redie/article/view/4326/2361 https://redie.uabc.mx/redie/article/view/4326/2347 https://redie.uabc.mx/redie/article/view/4326/2356 Derechos de autor 2023 Ignacio Javier Salamanca Garay, María Graciela Badilla Quintana https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Salamanca Garay, Ignacio Javier
Badilla Quintana, María Graciela
spellingShingle Salamanca Garay, Ignacio Javier
Badilla Quintana, María Graciela
Educational Communities’ Perceptions of the Stimulation of 21st-Century Skills
author_facet Salamanca Garay, Ignacio Javier
Badilla Quintana, María Graciela
author_sort Salamanca Garay, Ignacio Javier
title Educational Communities’ Perceptions of the Stimulation of 21st-Century Skills
title_short Educational Communities’ Perceptions of the Stimulation of 21st-Century Skills
title_full Educational Communities’ Perceptions of the Stimulation of 21st-Century Skills
title_fullStr Educational Communities’ Perceptions of the Stimulation of 21st-Century Skills
title_full_unstemmed Educational Communities’ Perceptions of the Stimulation of 21st-Century Skills
title_sort educational communities’ perceptions of the stimulation of 21st-century skills
description This paper describes how educational communities perceive the stimulation of 21st-century skills in students. A quantitative approach was employed, following a descriptive non-experimental research design, with a sample of 692 subjects comprising teachers, students, and parents and guardians. The results reveal a perceived lack of stimulation of digital skills like robotics, electronics, and the development of mobile applications; social skills like taking a rights-based or gender-based approach; emotional skills like self-care and resilience; and cognitive skills like creative and computational thinking. In conclusion, educational communities exhibit only a moderate perception of the stimulation of 21st-century skills, which demonstrates a need to strengthen initiatives to promote these skills in the education system.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/4326
_version_ 1798984267561172992

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