The 21st century skills in the digital technological world: a study of the students’ readiness and prospective graduates to work in global competition
DOI:
https://doi.org/10.22437/proca.v1i3.50607Keywords:
21st Century Skills, Digital Technological, English Skills, Global Workplace, Students’ ReadinessAbstract
This study examines the preparedness of education students in essential 21st-century skills and English proficiency in a digital work environment. We surveyed 300 students from various educational majors, mainly those in applied sciences and social sciences. The results reveal that students perceive their preparedness in 21st-century skills as high. In the elements of digital soft skills readiness, students indicated a high level of readiness. Upon examining the sub-elements, it was evident that digital IT usage, digital learning, critical thinking, digital problem-solving, digital communication, and digital collaboration demonstrated high levels of skill. At the same time, digital numeracy was moderate, indicating a need for improvement in quantitative digital literacy. The digital hard skills readiness dimension was also high, reflecting adequate knowledge and technical skills in the digital environment. The readiness for digital competitiveness is no exception, having high values with respect to its underlying dimensions (see, e.g., the variables of digital lifelong learning, digital employability and digital entrepreneurship). In digital English, students are remarkably well-prepared; however, they have a high level of reading skills in the digital domain, but their writing abilities, while falling within average limits, do not correspond to expectations. Students are strongly encouraged to enhance their digital 21st-century and English skills as part of preparation for the global workplace. Satisfied students’ digital literacy should become a driving force for them to enhance their digital 21st-century and English skills. These skills need to be strengthened for the digital work environment.
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