Discussions about how to prepare students to thrive in the 21st century highlight the need to acquire key competencies beyond the basics, such as digital, civic, self-knowledge and interpersonal competencies, among others.
While the phrase “21st century education” often means an education that involves technology, researchers have found that the kinds of competencies needed for work and life during a century that will likely be defined by “volatility, uncertainty, complexity and ambiguity” (VUCA) encompass far more than technological competencies.
In this context, how are instructional priorities represented in national curricular frameworks? How do these curricular frameworks reflect the competencies that students need to thrive in the 21stcentury, as identified by research?
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