International Frameworks For 21st Century Competences: Comparative Education

• Published in: Res Militaris
• Main Author: Nordin M.N.B.; Maidin S.S.; Rajoo M.; Mahmod M.; Jani W.N.F.A.; Yusoh M.P.; Magiman M.M.; Mosbiran N.F.
• Format: Article
• Language: English
• Published: Association Res Militaris 2022
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142021790&partnerID=40&md5=70aa54f3a314ed91590c9f657fe16678

Discussions related to 21st century learning have often been conducted by many scholars and researchers in recent years. The rapid pace of technology in today’s world is urging educators and school administrations to adapt technology in schools. According to Patricia (2005), the challenge faced by educators today is to face the rapid pace of the world in which students live and learn. This application involves specifically for the learning process and for the assessment aspect. The heated debate among researchers and academics has created various terms and frameworks in explaining the importance of 21st century learning competencies. Therefore, based on the study entitled “A comparative analysis of international frameworks for 21st century competencies: Implication for national curriculum policies by Voogt & Roblin (2012) obtained from Curriculum Studies. 2012. Vol. 44. No. 3”, a survey was made by examining some of the issues that arose. © 2022, Association Res Militaris. All rights reserved.