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ERIC Number: EJ922228
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-0040-0912
An Exploratory Study of the Achievement of the Twenty-First Century Skills in Higher Education
Ghaith, Ghazi
Education & Training, v52 n6-7 p489-498 2010
Purpose: The purpose of this paper is to present the results of a survey study of the achievement of twenty-first century skills in higher education. Design/methodology/approach: The study employs a quantitative survey design. Findings: The findings indicate that the basic scientific and technological skills of reading critically and writing persuasively as well as accessing and using information efficiently have been achieved to a great extent in the context of the study; whereas, mathematical and scientific skills and global awareness and cross-cultural issues still need more attention. Variations in the level of mastery as well as gender differences in the achievement of certain skills clusters were also identified and discussed in light of the robustness of the theory of the "universal digital native". Research limitations/implications: The results cannot be generalized into other contexts and the data were basically self-reported and not corroborated by evidence from triangulated sources. Practical implications: Effective dealing with the basic and technological skills should be continued; however, more attention should be given to the development of the skills in mathematics and the sciences. Likewise, the visual-literacy skills and the levels of global awareness and cross-cultural understanding and appreciation should be improved. Originality/value: This exploratory study fills a knowledge gap and may set the stage for further research into the extent to which the twenty-first century skills are being realized by institutions of higher learning given the scarcity or non-existence of this research. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A