Implementation of 21st Century Skills in Foreign

Transcript:Implementation of 21st Century Skills in Foreign:
Implementation of 21st Century Skills in Foreign Language Teaching: A Case Study of Arabic Language Teaching In Indonesian and Malaysian College Sofyan Sauri Universitas Pendidikan Indonesia No. Abstract: ABS-ICOLLITE-23161 INTRODUCTION In facing an increasingly globalized world, foreign language proficiency and skills related to 21st Century Skills will help individuals to succeed in various fields such as business, diplomacy, education, and many more. Therefore, the integration of 21st Century Skills in foreign language learning is a must so that students are ready to face complex and diverse future demands. The urgency of 21st Century Skills in foreign language learning is very important because it reflects the needs and demands of the world that is constantly changing and developing in the 21st century. 21st Century Skills is a set of skills and competencies that are essential for individuals to succeed in a modern, highly connected, technology-based society. In the context of learning foreign languages, these skills are becoming increasingly important because foreign languages themselves are windows for communicating and interacting with various cultures and countries in an increasingly interconnected world. This article examines implementing 21st-century skills in teaching Arabic in universities in Indonesia and Malaysia. 21st-century skills are considered important in dealing with the rapidly changing demands of the modern world. These skills include critical thinking, creativity, collaboration, communication, character, and citizenship LITERATURE REVIEW The skills needed for education and the workplace in the current economy have been labeled 21st-century skills. To define and systemize these skills, a number of initiatives have outlined frameworks. The Partnership for 21st Century Skills (Van Laar, et al., 2020) is a joint government–corporate organization which lists three types of skills: learning skills (creativity and innovation; critical thinking and problem-solving; communication and collaboration), literacy skills (information literacy; media literacy; ICT literacy), and life skills (flexibility and adaptability; initiative and self-direction; social and cross-cultural skills; productivity and accountability; leadership and responsibility). Another initiative is the international research project Assessment and Teaching of 21st Century Skills (ATC21S). The ATC21S project resulted in 10 skills grouped into four categories: ways of thinking (creativity and innovation; critical thinking, problem-solving, and decision-making; learning to learn and metacognition), ways of working (communication; collaboration), tools for working (information literacy; ICT literacy), and living in the world (citizenship; life and career skills; personal and social responsibility) (Griffin, et al., et al., 2014). The 21st-century skillset is generally understood to encompass a range of competencies, including