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It introduces modern “21st century skills” and related “competencies,” framing them as patterns of behaviour supported by knowledge, skills, and attitudes that meet complex demands. The chapter connects competent communication to broader resources such as IT skills, confidence, reflection, empathy, and creativity. It further emphasizes socio-emotional (non-cognitive) skills, describes constructivist and proximal development perspectives, and explains how appropriate challenge and scaffolding enable effective learning outcomes.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/chapter-1-the-learner-attributes-in-teaching-and-learning-overview-and-key-competencies/645234/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/chapter-1-the-learner-attributes-in-teaching-and-learning-overview-and-key-competencies/645234.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the focus of Chapter 1 on learner attributes?","Question",{"text":111,"@type":112},"It explores how learner attributes relate to a wide range of educational ideas and approaches, and sets themes that are developed further in later chapters.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the chapter distinguish competencies from 21st century skills?",{"text":116,"@type":112},"Competencies are presented as a broader and more precise description connected to learner attributes, defined as combinations of knowledge, skills, and attitudes that enable performance to the required standard.",{"name":118,"@type":109,"acceptedAnswer":119},"Why are socio-emotional skills considered important in the learning process?",{"text":120,"@type":112},"Learning is described as involving both cognitive and socio-emotional processes, and non-cognitive skills such as perseverance and empathy are linked to stronger educational and life outcomes.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},645234,1792727602,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":41},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Chapter 1: The learner attributes in teaching and learning  \nOverview  \nThe learner attributes are closely related to a wide range of educational ideas and approaches and cannot be considered in isolation. This chapter explores some of these and introduces some of the themes that are considered in more detail in later chapters.  \nCompetencies  \nA great deal has been written about the ‘skills’ needed to flourish in the modern, global, interconnected world. The Assessment and Teaching of 21st Century Skills researchers (Griffin, McGaw & Care, 2012) group these skills into four categories (see Table 1). While it can be argued that these have always been central to education, there is no doubt that they have become more prominent in the global information age.  \nCompetencies might be considered to be a broader and better description of these than 21st century skills. Competencies are closely related to the learner attributes and refer to specific patterns of behaviour that enable someone to perform a task at the required standard. Competencies can be defined as: ‘combinations of knowledge, skills and attitudes, which facilitate the application of knowledge to real world contexts’ (see Cook & Weaving, 2013). The OECD (2005) says that competency ‘involves the ability to meet complex demands by drawing on and mobilising psychosocial resources (including skills and attitudes) in particular contexts’.  \nTo communicate competently, for example, an individual needs to be both knowledgeable and skilled in the language being used. But this is not enough. Effective communication is likely to draw on other resources including practical IT skills and skilled habits including confidence, reflection, empathy and creativity. Critical thinking, creativity and problem-solving all occur in contexts that will require specific knowledge, skills and understanding. However, they also require a range of intra-and inter-personal skills, and an inclination to demonstrate them.  \nTable 1  \n\n| Defining 21st century skills |  |\n| --- | --- |\n| Categories | 21st century skills |\n| Ways of thinking | Creativity and innovation\u003Cbr>Critical thinking, problem-solving, decision-making Learning to learn, metacognition |\n| Ways of working | Communication\u003Cbr>Collaboration |\n| Tools for working | Information literacy\u003Cbr>ICT literacy |\n| Living in the world | Citizenship – local and global\u003Cbr>Life and career\u003Cbr>Personal and social responsibility – including cultural awareness and competence |\n\nUltimately, education is not what we do to our children. Rather, it is what we do with them, and for them, to bring out the best in each of them, so that they grow up to embrace the best of the human spirit – to strive to be better, to build deeper wells of character, and to contribute to society.   \nMr Heng Swee Keat, Minister for Education, Singapore, 2013  \n6 Developing the Cambridge learner attributes  \nChapter 1 continued  \nThe importance of socio-emotional skills / competencies in the learning process  \nPut very simply, learning happens when students think hard (Husbands, 2014), effectively mobilising a number of different mental processes and resources that are both cognitive (such as reasoning and memory) and socio-emotional (sometimes called non-cognitive skills).  \nAs well as developing knowledge, skills and understanding, learning involves transforming behaviours and attitudes that underpin cognitive functioning, so that students have the inclination and the resources needed to demonstrate competence.  \nKautz, Heckman, Diris, ter Weel and Borghans (2014) describe a number of‘non-cognitive skills’: these include personal qualities such as perseverance, self-control, attentiveness, resilience to adversity, openness to experience, empathy and tolerance of diverse opinions. They say that these skills:  \n• predict life outcomes at least as well or better than traditional measures of cognition  \n• have positive and strong effects on educational attainment. They also help to i","cbCaivIcxYJXse3V","https://ap.wps.com/l/cbCaivIcxYJXse3V","pdf",180497,12,"English","# Overview\n# Competencies\n## Defining 21st century skills\n# Socio-emotional skills in learning\n# Appropriate challenge\n## Constructivism and proximal zone of development","[{\"question\":\"What is the focus of Chapter 1 on learner attributes?\",\"answer\":\"It explores how learner attributes relate to a wide range of educational ideas and approaches, and sets themes that are developed further in later chapters.\"},{\"question\":\"How does the chapter distinguish competencies from 21st century skills?\",\"answer\":\"Competencies are presented as a broader and more precise description connected to learner attributes, defined as combinations of knowledge, skills, and attitudes that enable performance to the required standard.\"},{\"question\":\"Why are socio-emotional skills considered important in the learning process?\",\"answer\":\"Learning is described as involving both cognitive and socio-emotional processes, and non-cognitive skills such as perseverance and empathy are linked to stronger educational and life outcomes.\"}]","Chapter 1 - The learner attributes in teaching and learning - Overview and key competencies | PDF"]