Twenty-first century skills for all: adults and problem solving in technology rich environments

Iñiguez-Berrozpe, T. and Boeren, E. (2020) Twenty-first century skills for all: adults and problem solving in technology rich environments. Technology, Knowledge and Learning, 25, pp. 929-951. (doi: 10.1007/s10758-019-09403-y)

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The current Information Society requires new skills for personal, labor and social inclusion. Among the so-called Twenty-First Century Skills (Care et al. (eds) in Assessment and teaching of 21st century skills, Springer, New York, 2018) is Problem Solving in Technology Rich Environments (PS-TRE) competence evaluated in PISA and PIAAC tests (OECD in Survey of adult skills (PIAAC). Retrieved from (2016)). This skill, although currently receiving considerable attention in compulsory education, has not received the same level of thought in the case of adult education. In this article, the presence of the PS-TRE skill among adults of working age (25–65 years) in Europe is analysed in relation to the factors that potentially affect a higher score in this skill. This analysis is carried out using structural equations modelling, taking into account socio-personal and educational factors, as well as the use of different skills in work and daily life. The results indicate that educational level and the use of different skills (reading, numerical, related to ICT) at home and at work, as well as participation in non-formal education activities, decisively relate to a higher level of PS-TRE. This result is positively mediated through risk factors such as being older or being a woman. This study concludes that it is necessary to reinforce these skills, not only in children, but also in the adult population, in order to avoid social and labour exclusion.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Boeren, Professor Ellen
Authors: Iñiguez-Berrozpe, T., and Boeren, E.
College/School:College of Social Sciences > School of Education
Journal Name:Technology, Knowledge and Learning
ISSN (Online):2211-1670
Published Online:27 March 2019
Copyright Holders:Copyright © Springer Nature B.V. 2019
First Published:First published in Technology, Knowledge and Learning 25:929-951
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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