[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600827-105":59,"doc-detail-600827-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","enduring-learning-integrating-c21st-soft-skills-through-technology-education","Enduring Learning - Integrating C21st soft skills through technology education","","Enduring Learning examines how twenty-first-century education systems should continually update priorities as technology and knowledge reshape careers and workplaces. It focuses on newly emphasized attitudinal soft skills—collaboration, communication, problem-solving, and critical thinking—and asks how authentic, integrated programmes can teach them with explicit identification of learning outcomes. The paper analyzes the skills, implications and barriers, links technological practice to soft skills, and introduces an authentic assessment approach to combine knowledge and soft-skill acquisition.",{"@graph":69,"@context":122},[70,84,105],{"@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/enduring-learning-integrating-c21st-soft-skills-through-technology-education/600827/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enduring-learning-integrating-c21st-soft-skills-through-technology-education/600827.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do education systems need to review what they offer in the 21st century?","Question",{"text":112,"@type":113},"Education systems need continual review because technological changes and brain/learning research are reshaping understandings of education priorities and career opportunities. Employers increasingly expect more than traditional knowledge accumulation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What soft skills does the paper emphasize for workers and learners?",{"text":117,"@type":113},"The paper highlights attitudinal skills and dispositions that support collaboration, communication, problem-solving, and critical thinking. It also stresses critical reflection as part of developing robust capabilities.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper propose assessing soft skills in Technology Education?",{"text":121,"@type":113},"It argues that meaningful learning of soft skills happens best in authentic and integrated programmes where explicit teaching identifies required learning. It introduces a new authentic assessment practice within a tertiary Technology Education programme to combine knowledge and soft-skill acquisition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600827,1792166587,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Enduring Learning: Integrating C21st soft skills through technology education  \nPaul Snape, University of Canterbury, New Zealand  \nAbstract  \nAs times change we need to continually review what our education systems offer and where priorities might lie. The Technology and Knowledge Ages of the twenty-first century have brought about new understandings, new ways of doing things, and an array of new career and workplace opportunities. Employees today are expected to bring more than an accumulation of traditional knowledge acquisition. Increasingly important today are a plethora of attitudinal skills and dispositions that enable workers to engage in much greater collaboration, communication, problem-solving, and critical thinking. What are these newly emphasised skills and dispositions and how should they be addressed within the education system? Meaningful learning of these ‘soft skills’ will occur best in authentic and integrated programmes where explicit teaching identifies the required learning. This paper will investigate the nature of the skills, consider some implications and barriers and then demonstrate connections between the nature of technological practice and‘soft skills’. An essential consideration of this new learning focus is how it might be assessed. A new authentic assessment practice within a Technology Education tertiary education programme is introduced as an example of how knowledge and ‘soft skill’ acquisition can be combined and achieved.  \nKey words  \nTechnology Education, C21st skills, problem solving, critical reflection, collaboration, soft skills  \nIntroduction  \nTo be resilient and effective in society today demands a much broader and diversified set of skills and a wide range of behavioural and value-based dispositions than ever before. Ken Kay, President of Partnership for 21st Century Skills ([www.p21.org](www.p21.org) ) has identified we are at a tipping point in public education. Significant technological changes and developments in brain and learning research are causing a rethink of the role, content and direction of education in schools (Bellanca & Brandt, 2010) . Increased globalisation and the development of a knowledge economy (Gilbert, 2005) have led to a greater need for enhanced cultural understanding, awareness, and empathy, and consideration of a set of different skills, dispositions and attitudes. The nature of today’s work environment and requirements from employers demand an increase in flexibility, performance, willingness to take responsibility, and overall capability in an increasingly diverse range of skills. Many academics have called for the need for a more explicit approach to teaching a set of affective or dispositional attributes (Bolstad, 2011; Claxton, 2007, Hipkins, Bolstad, Boyd & McDowall, 2014) . Barron and Darling-Hammond (2010) (in Dumont, Istance & Benavides, 2010) identify that students will not necessarily develop an aspiration to analyse, think critically write and speak effectively, or solve complex problems from traditional education practices alone. To effectively learn these abilities specific programmes and approaches will be required. A change such as this will have implications for assessment practices as well. Masters (2013) emphasises that assessment and reporting practices in schools drive classroom teaching and learning indicating that there will need to be a change from the current focus on mastery of traditional school subjects if development of broader life skills and attributes is to be achieved.  \nOur understanding and perception of knowledge (Gilbert, 2005) has changed and employers are looking more at how prospective employees could otherwise enhance the workforce they will enter by bringing new skills that will complement the organisation’s existing structure (Jacobs, 2010) . Claxton, Chambers, Powell and Lucas (2011) suggest that mastering of these enduring skills to create robust, resilient, resourceful and reflective citizens with ability ","cbCaic2eAvltekK2","https://ap.wps.com/l/cbCaic2eAvltekK2","pdf",755432,13,"English","# Introduction\n## Rationale for integrating soft skills\n# Meaningful learning and programme design\n## Authentic, integrated instruction\n# Implications for assessment\n## New authentic assessment practice in tertiary Technology Education","[{\"question\":\"Why do education systems need to review what they offer in the 21st century?\",\"answer\":\"Education systems need continual review because technological changes and brain/learning research are reshaping understandings of education priorities and career opportunities. Employers increasingly expect more than traditional knowledge accumulation.\"},{\"question\":\"What soft skills does the paper emphasize for workers and learners?\",\"answer\":\"The paper highlights attitudinal skills and dispositions that support collaboration, communication, problem-solving, and critical thinking. It also stresses critical reflection as part of developing robust capabilities.\"},{\"question\":\"How does the paper propose assessing soft skills in Technology Education?\",\"answer\":\"It argues that meaningful learning of soft skills happens best in authentic and integrated programmes where explicit teaching identifies required learning. It introduces a new authentic assessment practice within a tertiary Technology Education programme to combine knowledge and soft-skill acquisition.\"}]","Enduring Learning - Integrating C21st soft skills through technology education | PDF",1792091459,33]