Educational research continues to produce material at a far greater speed than any teacher can read. The concepts of “deeper learning” and “21st-century skills,” these two concepts are often found in educational research and futuristic writings on what will education look like in 5 years time.
New education policy often refers to the development of broad, transferable skills and knowledge, called “21st-century skills.” The partnership for 21st-century skills argues that student success in college and careers requires all core competencies: creativity and innovation, collaboration, communication and critical thinking and problem-solving skills. However many research articles argue that these skills are not new to the education space. What has changed is that over time these skills have become more desirable within the societies that we now educate our children. The pervasive and ubiquitous use of digital technologies has increased the pace of communication, and the rate at which information is exchanged throughout society, therefore, individuals need to be competent in processing information in multiple ways including the school environment, the workplace and across social networks.

Skills or Domains

One piece of research highlights that 21st-century skills are in fact identified as three broad domains of competence covering the following areas: cognitive (involves reasoning and memory), intrapersonal (executive function (metacognition) and emotion), and interpersonal (means expressing ideas, and interpreting and responding to messages from others). The research report then further classifies these domains in the following manner:

• The cognitive domain includes three clusters of competencies: cognitive processes and strategies; knowledge; and creativity. These groups include skills such as critical thinking, reasoning, argumentation and innovation.
• The intrapersonal domain comprises the following clusters of competencies: intellectual openness; work ethic and conscientiousness; and self-regulation. Included in these groups are skills such as flexibility, initiative, appreciation for diversity and metacognition.
• The interpersonal domain contains two clusters of competencies: teamwork and collaboration; and leadership. Skills highlighted in these groups include cooperation and communication, conflict resolution and negotiation.

The three domains seek to organise the different facets of human thinking and the arrange the dimensions of human behaviour. Although the three areas have been separated, they are intertwined when applied to human development, teaching and learning. The domains of knowledge are premised on the rationale that teaching is competency based and that the domains are more competency based than skill based. A competency is defined by the OECD (2005) as more than just knowledge and skills. It involves the ability to meet complex demands, by drawing on and mobilising psychological resources (including skills and attitudes) in a particular context. (OECD, 2005:4)

A plethora of research has listed various skills as 21st-century skills. However, the critical issue within the education space is how we as educators equip individuals with knowledge and expertise. The basis of learning should be to encourage children to learn deeply and enable children to transfer what they have learned to new situations and new problems.

Adapted from OECD Website