Rethinking Our Classrooms: Teachers’ Perceptions on Integrating Transferable Skills in the Classrooms to Create an Active Learning Environment
Keywords:
Transferable skills, active learning, constructivism, labor market, teaching techniques
Abstract
Despite many efforts to promote transferable skills development, it remains a challenge for Higher Education Institutions (HEIs) and schools. To improve education practices and meet the challenges of an ever-changing environment, it is vital to introduce a paradigm shift in education. In light of this, it is significant to identify and implement the teaching strategies that facilitate transferable skills development. There has long been a controversy over the traditional pedagogical style of lecture delivery as opposed to an active learning environment in which learners are engaged in the learning process itself. The paper sheds light on various ways of integrating transferable skills in the classroom. It examines diverse methods, teaching/learning strategies, and educational tools that aim at promoting a learner-centered learning environment, to ensure the development of transferable skills, such as critical thinking, teamwork, communication, collaboration, creativity, research skills, etc. Creating such a learning environment stimulates students' interests, engagement, and motivation. Consequently, it overviews a practical application of some activities and strategies that can activate the skills as well as reveals the results of findings that showed teachers’ perception regarding a practical application of some methods and strategies to enhance transferable skills. This research is significant by identifying the indicators of an active learning environment, which encourage educators to reimagine their classrooms and implement innovative teaching practices.
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References
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34. Hirschi, A., Herrmann, A., & Keller, A. C. (2015). Career adaptivity, adaptability, and adapting: A conceptual and empirical investigation. Journal of Vocational Behavior, 87, 1–10.
35. Hmelo-Silver, C. E., Derry, S. J., Bitterman, A., & Hatrak, N. (2009). Targeting transfer in a STELLAR PBL course for pre-service teachers. Interdisciplinary Journal of Problem-based Learning, 3(2), 4.
36. Hwang, G., Lai, C., Liang, J., Chu, H., & Tsai, C. (2017). A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies. Educational Technology Research and Development, 66(1), 75–93
37. Jalinus, N., Sukardi, S., Wulansari, R. E., Heong, Y. M., & Kiong, T. T. (2023). Teaching activities for supporting students’ 4cs skills development in vocational education. Journal of Engineering Researcher and Lecturer, 2(2), 70-79.
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44. Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement–a meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148.
45. Lu, K., Yang, H. H., Shi, Y., & Wang, X. (2021). Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment. International Journal of Educational Technology in Higher Education, 18, 1-13.
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47. Michael J. (2007). Faculty perceptions about barriers to active learning. Coll Teach, 55(2), 42–47.
48. McGunagle, D., & Zizka, L. (2020). Employability skills for 21st-century STEM students: the employers' perspective. Higher education, skills and work-based learning, 10(3), 591-606.
49. Nägele, C., & Stalder, B. E. (2017). Competence and the need for transferable skills. Competence-based vocational and professional education: Bridging the worlds of work and education, 739-753.
50. Pasutri, N. S., Bukhori, B., & Helmiati, H. (2021). Indonesian Rural EFL Teacher’s Strategy in Teaching Higher Order Thinking Skills. Potensia: Jurnal Kependidikan Islam, 7(1), 1-17.
51. Qizi, K. N. U. (2020). Soft skills development in higher education. Universal Journal of Educational Research, 8(5), 1916-1925.
52. Rayner, G. M., and Papakonstantinou, T. (2015), “Employer perspective of the current and future value of STEM graduate skills and attributes: An Australian study”, Journal of Teaching and Learning for Graduate Employability, 6(1,) 100-115.
53. Ramos, C. R., Ng, M. C. M., Sung, J., & Loke, F. (2013). Wages and skills utilization: Effect of broad skills and generic skills on wages in Singapore. International Journal of Training and Development, 17(2), 116–134.
54. Rapporteur, M. H. (2010), Exploring the intersection of science education and 21st century skills: A workshop summary. National Research Council (US) Board on Science Education. Washington (DC): National Academies Press (US).
55. Retnawati, H., Djidu, H., Kartianom, A., Anazifa, R.D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Probl. Educ. 21st Century, 76 (2), 215–230.
56. Rogers C., Tran-Nguyen D.-H., Smirl L. (2019) Where to next? Beyond the skills gap: higher education for a changing world, Deloitte Touche Tohmatsu.
57. Rychen, D. S., & Salganik, L. H. (2003). Defining and Selecting Key Competencies. Bern: Hogrefe & Huber Publishing.
58. Sandoval, L., & Ormazábal, M. (2021). The Generic skills challenge for higher education institutions: Experience of public universities in Chile. Tuning Journal for Higher Education, 8(2), 55-83.
59. Siekmann, G., and Korbel, P. (2016), Defining ‘STEM’ skills: Review and synthesis of the literature.- support document 1, NCVER, Adelaide. Retrieved from http://www.ncvre.edu.au
60. St. Louis, A. T., Thompson, P., Sulak, T. N., Harvill, M. L., & Moore, M. E. (2021). Infusing 21st century skill development into the undergraduate curriculum: the formation of the iBEARS network. Journal of Microbiology & Biology Education, 22(2), 10-1128.
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65. Wetzel, E. M., & Farrow, C. B. (2023). Active learning in construction management education: faculty perceptions of engagement and learning. International Journal of Construction Management, 23(8), 1417-1425.
66. Westwood, P. (2008). What Teachers Need to Know about Teaching Methods. Victoria, Australia: ACER Press.
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2. Andrews, J., & Higson, H. (2008). Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study. Higher Education in Europe, 33(4), 1-13.
3. Aliyawinata, T. T., Utari, E., & Mahrawi, M. (2021). The effect of discovery learning on students’ higher-order thinking skills. International Journal of Biology Education Towards Sustainable Development, 1(1), 1-9.
4. Akdere, M., Hickman, L., & Kirchner, M. (2019). Developing leadership competencies for STEM fields: The case of Purdue Polytechnic Leadership Academy. Advances in Developing Human Resources, 21(1), 49-71.
5. Apino, E., Retnawati, H. (2017). Developing instructional design to improve mathematical higher order thinking skills of students. J. Phys. Conf. 812 (1), 012100.
6. Asian Development Bank (2007). Moving toward knowledge-based economies: Asian experi- ences. Regional Sustainable Development Department, Asian Development Bank.Retrieved fromhttps://www.adb.org/sites/default/files/publication/29699/knowledge-based-economies.pdf
7. Baumfield, V., & Butterworth, M. (2007). Creating and translating knowledge about teaching and learning in collaborative school–university research partnerships: An analysis of what is exchanged across the partnerships, by whom and how. Teachers and Teaching 13, 411–427.
8. Belachew, T., Surkin, R. (2020). This is the new skills gap for young people in the age of COVID- 19. The World Economic Forum. Retrieved from https://www.weforum.org/agenda/2020/10/youth-employment-skills-gap-covid-19/
9. Bonwell, C. C., and Eison, J.A. (1991). Active learning: creating excitement in the classroom. Higher Education Report No. 1, Washington, D.C.: The George Washington University, School of Education and Human Development.
10. Bloom, B. S. (1956). Taxonomy of Educational Objectives Book 1: Cognitive Domain. New York: Addison Wesley Publishing Company.
11. Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching.Retrieved from https://www.oaa.osu.edu/sites/default/files/uploads/nfo/2019/Active-Learning-article.pdf
12. Bransford JD, Brown AL, Cocking RR. editors. (1999). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: National Academy Press.
13. Cauley, J. M. (2011). Towards the integration of key skills (KS) into an undergraduate curriculum in an Irish higher education institution (HEI). Proceeding of AISHE (All Ireland Society for Higher Education) Conference (pp. 1-12). Dublin: Dublin Institute of Technology . Retrieved from https://arrow.dit.ie/tfschcafcon/19/
14. Carr, R., Palmer, S., and Hagel, P. (2015). Active learning: the importance of developing a comprehensive measure. Active Learning in Higher Education 16, 173-186.
15. CBOC (The Conference Board of Canada) (2018). Employability skills. Retrieved from Conference Board: http://conferenceboard.ca/spse/employability-skills.aspx
16. Cedefop (2018). European skills index technical report. Luxembourg: Publications Office of the European Union. Retrieved from https://www.cedefop.europa.eu/files/3080_en.pdf
17. Commission, E. (2016). Developing future skills in higher education:ET2020 – Peer Learning Activity (PLA).Brussels: European Commission-Directorate-General for Education and Culture. Retrieved from ec.europa.eu.u.
18. Cinque, M., (2016). “Lost in translation”. Soft skills development in European countries. Tuning Journal for Higher Education. University of Deusto, 3 (2), 397-398.
19. Collins, R. (2014). Skills for the 21st century: Teaching higher-order thinking. Curriculum & Leadership Journal, 12(14), 1-8.
20. Chadha, D., & Nicholls, G. (2006). Teaching transferable skills to undergraduate engineering students: Recognising the value of embedded and bolt-on approaches. International Journal of Engineering Education, 22(1), 116.
21. Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2021). 21st century skills development through inquiry-based learning from theory to practice. Springer International Publishing.
22. DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: a balance of relationship and rigour. Family medicine and community health, 7(2).doi: 10.1136/fmch-2018-000057
23. David R. K., (2002). “A Revision of Bloom‟s Taxonomy, An Overview,” Theory into Practice, 41 (4), 212 – 264.
24. Delors, J. et al. (1996) Learning: The treasure within. UNESCO. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0010/001095/109590eo.pdf
25. European Commission (2020). From skills agenda for sustainable competitiveness, social fairness and resilience. Luxembourg: Publications Office of the European Union. Retrieved from https://ec.europa.eu/social/main.jsp?catId=1223
26. European Commission (2020). 8 essential skills to succeed in a post-COVID-19 world. Retrieved from https://ec.europa.eu/eures/public/en/news-articles/- /asset_publisher/L2ZVYxNxK11W/content/8-essential-skills-to-succeed-in-a-post-covid- 19-world
27. European Union (2017). Connecting Education and Training with the Labour Market. Luxembourg: Publications Office of the European Union.
28. Fallows, S., & Steven, C. (2000). Integrating Key Skills in Higher Education. London: Kogan Page.
29. Forte-Celaya, J., Ibarra, L., & Glasserman-Morales, L. D. (2021). Analysis of creative thinking skills development under active learning strategies. Education Sciences, 11(10), 621.
30. Fore, H. & Moritz, R. (2020). Reimagining the future of skills: what do young people think? Retrieved from https://www.weforum.org/agenda/2020/07/reimagining- future-skills-what-we-learned-young-people
31. Hanson, S. & Overton, T.L. (2010). Skills required by new chemistry graduates and their development in degree programmes. Hull, United Kingdom, UK Physical Sciences Centre, Higher Education Academy.
32. Habets, O., Stoffers, J., Heijden, B. V. D., & Peters, P. (2020). Am I fit for tomorrow’s labor market? The effect of graduates’ skills development during higher education for the 21st Century’s labor market. Sustainability, 12(18), 7746.
33. Hirsh-Pasek K., Zosh J. M., Golinkoff R. M., Gray J. H., Robb M. B., & Kaufman J. (2015). Putting education in “educational”apps: Lessons from the science of learning. Psychological Science in the Public Interest, Research Gate, 16 (1), 3–34. doi: 10.1177/1529100615569721
34. Hirschi, A., Herrmann, A., & Keller, A. C. (2015). Career adaptivity, adaptability, and adapting: A conceptual and empirical investigation. Journal of Vocational Behavior, 87, 1–10.
35. Hmelo-Silver, C. E., Derry, S. J., Bitterman, A., & Hatrak, N. (2009). Targeting transfer in a STELLAR PBL course for pre-service teachers. Interdisciplinary Journal of Problem-based Learning, 3(2), 4.
36. Hwang, G., Lai, C., Liang, J., Chu, H., & Tsai, C. (2017). A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies. Educational Technology Research and Development, 66(1), 75–93
37. Jalinus, N., Sukardi, S., Wulansari, R. E., Heong, Y. M., & Kiong, T. T. (2023). Teaching activities for supporting students’ 4cs skills development in vocational education. Journal of Engineering Researcher and Lecturer, 2(2), 70-79.
38. IUPUI Center of Teaching and Learning (2006). Bloom’s Taxonomy “Revised” Key Words, Model Questions, & Instructional Strategies.
Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for- teaching-excellence/files/uploads/files/cognitive_domain_-_blooms_taxonomy.pdf
39. International Society for Technology in Education. (2008). ISTE Standards: Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
40. Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.
41. Khabeishvili, G. (2020). The significance of transferable skills development: Has the COVID-19 pandemic revealed skills deficit among students in higher education institutions in Georgia? In N. Doghonadze, J.Krajka, & J.Smeds (eds). Modern Trends in Education in Georgia , 3. LAMBERT Academic Publishing, 166-193.
42. Khabeishvili, G., & Tvaltchrelidze, N. (2021). Quality enhancement through incorporating student centered learning methods in higher education institutions (HEIs). European Scientific Journal, ESJ, 17(27), 39. https://doi. org/10.19044/esj.2021.v17n27p39
43. Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6).
44. Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement–a meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148.
45. Lu, K., Yang, H. H., Shi, Y., & Wang, X. (2021). Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment. International Journal of Educational Technology in Higher Education, 18, 1-13.
46. Marr, B. (2019). The 10+ most important job skills every company will be looking for in 2020. Forbes. Retrieved from https://www.forbes.com/sites/bernardmarr/2019/10/28/the-10-most-important-job-skills- every-company-will-be-looking-for-in-2020/#157b6db967b6
47. Michael J. (2007). Faculty perceptions about barriers to active learning. Coll Teach, 55(2), 42–47.
48. McGunagle, D., & Zizka, L. (2020). Employability skills for 21st-century STEM students: the employers' perspective. Higher education, skills and work-based learning, 10(3), 591-606.
49. Nägele, C., & Stalder, B. E. (2017). Competence and the need for transferable skills. Competence-based vocational and professional education: Bridging the worlds of work and education, 739-753.
50. Pasutri, N. S., Bukhori, B., & Helmiati, H. (2021). Indonesian Rural EFL Teacher’s Strategy in Teaching Higher Order Thinking Skills. Potensia: Jurnal Kependidikan Islam, 7(1), 1-17.
51. Qizi, K. N. U. (2020). Soft skills development in higher education. Universal Journal of Educational Research, 8(5), 1916-1925.
52. Rayner, G. M., and Papakonstantinou, T. (2015), “Employer perspective of the current and future value of STEM graduate skills and attributes: An Australian study”, Journal of Teaching and Learning for Graduate Employability, 6(1,) 100-115.
53. Ramos, C. R., Ng, M. C. M., Sung, J., & Loke, F. (2013). Wages and skills utilization: Effect of broad skills and generic skills on wages in Singapore. International Journal of Training and Development, 17(2), 116–134.
54. Rapporteur, M. H. (2010), Exploring the intersection of science education and 21st century skills: A workshop summary. National Research Council (US) Board on Science Education. Washington (DC): National Academies Press (US).
55. Retnawati, H., Djidu, H., Kartianom, A., Anazifa, R.D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Probl. Educ. 21st Century, 76 (2), 215–230.
56. Rogers C., Tran-Nguyen D.-H., Smirl L. (2019) Where to next? Beyond the skills gap: higher education for a changing world, Deloitte Touche Tohmatsu.
57. Rychen, D. S., & Salganik, L. H. (2003). Defining and Selecting Key Competencies. Bern: Hogrefe & Huber Publishing.
58. Sandoval, L., & Ormazábal, M. (2021). The Generic skills challenge for higher education institutions: Experience of public universities in Chile. Tuning Journal for Higher Education, 8(2), 55-83.
59. Siekmann, G., and Korbel, P. (2016), Defining ‘STEM’ skills: Review and synthesis of the literature.- support document 1, NCVER, Adelaide. Retrieved from http://www.ncvre.edu.au
60. St. Louis, A. T., Thompson, P., Sulak, T. N., Harvill, M. L., & Moore, M. E. (2021). Infusing 21st century skill development into the undergraduate curriculum: the formation of the iBEARS network. Journal of Microbiology & Biology Education, 22(2), 10-1128.
61. Todorovski, B., Nordal, E., & Isoski, T. (2015). Overview on student-centered learning in higher education in Europe: Research Study. European Students' Union. 1-44. Retrieved from https://files.eric.ed.gov/fulltext/ED572762.pdf
62. Tuning (2007). Tuning general brochure. University of Deusto, Spain and University of Groningen, Netherlands. Retrieved from http://tuning.unideusto.org/tuningeu
63. The Team at Employment Hero. (2020). Skills of the Future: What skills will be in demand in a post-COVID-19 world? Retrieved from https://employmenthero.com/blog/hr/skills-post-covid19/
64. UNESCO. (2015). Transversal competencies in education policy & practice. Bangkok: UNESCO Bangkok Office. Retrieved from http://unesdoc.unesco.org/images/0023/ 002319/231907E.pdf
65. Wetzel, E. M., & Farrow, C. B. (2023). Active learning in construction management education: faculty perceptions of engagement and learning. International Journal of Construction Management, 23(8), 1417-1425.
66. Westwood, P. (2008). What Teachers Need to Know about Teaching Methods. Victoria, Australia: ACER Press.
67. Weimer, M. (2002). Learner-Centered Teaching. San Francisco, CA: Jossey-Bass.
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Published
2024-03-31
How to Cite
Khabeishvili, G. (2024). Rethinking Our Classrooms: Teachers’ Perceptions on Integrating Transferable Skills in the Classrooms to Create an Active Learning Environment. European Scientific Journal, ESJ, 20(8), 194. https://doi.org/10.19044/esj.2024.v20n8p194
Section
ESJ Humanities
Copyright (c) 2024 Guranda Khabeishvili
This work is licensed under a Creative Commons Attribution 4.0 International License.
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