6. Philosophical Perspectives on the Challenges of Education in the 21st Century

Abstract

Our current era is the era of knowledge and economic competition among nations, requiring workers who possess skills that enable them to work and live effectively, rely on modern technologies for communication with others, and possess problem-solving abilities in creative ways. This era also demands that schools teach students the skills they need for life and work in the 21st century. Among the foremost goals of education is the necessity to align the outputs of the educational system with the needs of the labor market, in addition to equipping students with the knowledge and skills required for future jobs.

The Partnership for 21st Century Skills (P21) defines these skills as: “a set of skills necessary for success and work in the 21st century, including learning and innovation skills, information, media, and technology skills, as well as life and career skills.”

At the beginning of the 21st century, organizations and economic entities raised an important question: “What competencies should citizens acquire to meet the demands of the new century?” To answer this question, these organizations and entities published numerous frameworks for 21st-century competencies. Many of these competencies have been adopted as educational or reform goals to nurture talents and skills.

These competencies are defined as: “a set of skills required by workers in various work environments to be active, productive, and creative members, alongside mastering the necessary knowledge content to achieve success, in line with the developmental and economic requirements of the 21st century.”

Accordingly, preparing students according to the needs and demands of the 21st century through the development of skills such as creativity, critical thinking and problem-solving, communication, and collaboration is a strategic goal of the educational process.