Lesson 3

The Changing Global Landscape for the 21st Century Teachers

Algie B. Barit

The Teaching Profession

Oscar Linga

May 03, 2022

I

INTRODUCTION

Lesson3 is about the changing global landscape in teaching and learning brought

about by factors such as the learning environment, content, and processes of

learning, types of learner and other parameters of learning in the 21 st century.

Further, Lesson 3 will present how this changes will be addressed by the principles

underpinning the UNESCO’s Pillars of Learning: Learning to Know, Learning to Do,

Learning to Be and Learning to Live Together from the Delor’s Report in Learning:

The Treasure from Within. (Unesco, 1992)

II

OBJECTIVES

 Identify the different changes occurring in the global teaching-learning

landscape.

 Identify the 21st century life and career skills for learners and teachers.

 Demonstrate understanding of the UNESCO’s Four Pillar of Learning as

these apply to the 21st century.

III

The Changing Global Landscape and the 21st Century Skills for Teachers

The report is focused on the changing global landscape in teaching and

learning brought about by factors. We are in an era of borderless "flat" world

also called limitless world in which you can learn everything you want to

learn. It’s really up to you on how you will do that. It’s your own initiative on

how you will do that. We have this borderless world because we go beyond the

literal world. We go beyond our comfort zone. In this borderless world, we have to

do something in order for us to widen our horizon and in order for us to widen

our horizon we can attend seminars and conferences in order for us learn skills,

additional skills that would really suite the learners. Learners in the present

time are 21 st century learners. If you keep on practicing the traditional way of

teaching, those may not applicable anymore with the kind of learners that

we have nowadays. Since we are in an era of borderless word, we have to

embrace the changes that the world is offering to us. One of the changes is the

21st century skills for teachers to be inculcated to the learners. As future teachers

of the 21a century, there is an urgent need to understand the new landscape

that is brought about by the changes in leaps and bounds of the century. Teacher

should know the fact that education is dynamic, and every student are adapting to

the changes that’s why teachers should make an effort to adapt to the changes

in education so that they can always give what is the best for their student. One

of the changes is the new learning environment in which it is not confines inside

the four walls of the classroom. We can also learn beyond our classroom. A very

good example of this is the immersion which is one of the final requirements

of the Grade 12students in order to graduate. The students are exposed to and
become familiar with work-related environment related to their field of

specialization to enhance their competence.

The New Learning Environment

Classrooms with 21st Century learning environments are well‐equipped with

computer hardware, software, electronic whiteboards and rich digital and online

curricular resources.  When you enter a 21st Century learning environment, you

quickly see that interactive learning, higher level thinking skills, and student

engagement are pervasive, whether students are learning math, science, reading, or

history.  21st Century learning environments provide opportunities for

collaboration and access to relevant content that would not usually be available to

the highest need students being served by these programs.  Collaborative planning,

investment in core components for technology, intensive professional development –

training teachers not only how to use technology but also how to integrate

technology into the curriculum, rich digital content and IT support are some of the

key elements necessary to transform schools.   

The New Learning Content

 Integrated/Interdisciplinary

 Demand-driven

 Emphasis on learning tools on how to retrieve knowledge

 Balance of scientific, technology, cultural, global, local concepts

Twenty-first-century learning will ultimately be “learner-driven.” Our old stories of

education (factory-model, top-down, compliance-driven) are breaking down or

broken, and this is because the Internet is releasing intellectual energy that comes

from our latent desires as human beings to have a voice, to create, and to

participate. The knowledge-based results look a lot like free-market economies or

democratic governments. Loosely governed and highly self-directed, these teaching

and learning activities exist beyond the sanction or control of formal educational

institutions. I believe the political and institutional responses will be to continue to

promote stories about education that are highly-structured and defined from above,

like national standards or (ironically) the teaching of 21st-century skills. These will,

however, seem increasingly out-of-sync not just with parents, educators, and

administrators watching the Internet Revolution, but with students, who

themselves are largely prepared to drive their own educations.

(Steve Hargadon - Founder, Classroom 2.0; Social Learning Consultant,

Elluminate)

The New Process of Learning and How will this be Facilitated

We now have the AI artificial intelligence.

Multiple ways of learning:

a. Face to face –learners and teacher are confined in the same learning space at the

same time

b. Distance learning – teaching learning is mediated by modules or modern

technology (on – line or off line) synchronous or asynchronous

c. Blended modalities - face to face and distance learning

d. Experiential and life long - learners are immersed into the real life situation such

that learning becomes more authentic and meaningful.

The New Types of Learner

 A confident person who thinks independently and critically and who

communicates effectively.

 Self-directed and who questions, reflects and takes responsibility for his/her

own learning

 A concerned citizen, informed about the world and local affairs, has a strong

sense of civic responsibilities and participates actively in improving the lives

of others.

 A member of the new generation with different ways of thinking and

responding -Comes from diverse background, multi-cultural, and multi-

generational as coming from different age groups of lifelong learners.

Life and Career Skills

 Flexibility and adaptability –multitasking

 Initiative and self -direction – set goals by themselves , commitment to

learning as a lifelong process

 Social and cross –cultural skills – respect cultural differences and work

effectively with others, open minded

 Productive and accountability Leadership and responsibility.

The New types of Teachers

As teachers are currently preparing students for jobs and technologies that

don’t even exist yet, the challenge then is to produce the new type of
 teachers. Teachers for the 21 st century learners teach within the context of

the new environment, new content, or knowledge and new processes of

teaching and learning. Hence the new type of teachers must possess the

following characteristics:

1. Clear standards and accountability

2. Use broad pedagogies including inquiry- based learning, cooperative

learning

3. Skillful in the integration of ICT in pedagogy

4. Skillful in the use of assessment to guide teaching and learning

5. Great understanding of local and global cultures

6. Skillful in action research to diagnose and solve classroom problems

based on evidence.

7. Practice the core values of inspiring teachers 8. Develop life and career

skills for the 21st century and beyond.

UNESCO’s Four Pillars of Learning

 LEARNING TO KNOW

This pillar deals with the understanding of the world we inhabit and of ourselves, of

the objective of living worthily, of the need to develop capacities appropriate to the

current reality, focused on logical reasoning with autonomy.

Thus, from an early age, it is essential to arouse interest in new discoveries,

instrumental knowledge with updated paradigms.

Knowledge evolves rapidly and in various directions, which makes total knowledge

almost impossible. The indicated by this pillar of learning to know is to seek the
broad general culture and focus on certain subjects of interest, deepening the

details to make them great. The general culture makes communication easier,

when you already have the knowledge of other languages. With in-depth knowledge

in other languages, the individual feels the ease of communication and interaction

with others and can remain cooperative in any circumstances.

Learning to learn is composed of the necessary whole of learning to know and

requires the constant updating in exercising memory and thinking, in addition to

paying attention to things and people. The speed with which information occurs,

due to the rapid evolution of technological means, can impair the encounter with

the discoveries, because they require more time to reach the knowledge received.

This time is paramount in performing daily tasks such as participation in games,

continuous updating, travel, practical science tasks and others.

Teachers generally make their lesson plans with content refinements and

techniques that they will apply, but forget to think and plan what students will do

with or about this content. As Doug Lemov (1967) states: Thinking about and

planning student activities is crucial. It helps you see the lesson from their

perspective and keep them engaged productively.

 LEARNING TO DO

How to teach learning to do from learning to know is evolutionary and uncertain? If

we talk about evolution, teaching to do acquires various conjunctures. Thus,

learning is also evolutionary although pedagogical routines continue to have

formative value, which cannot be neglected, because it composes their personal

competence.
Personal competence makes intelligent knowledge put itself into practice, which is

valued in doing so. It is not enough to do, it is necessary to be creative and

innovative, to do for its intelligence studied and organized with which the machines

become smarter, facilitating the work and gaining in production.

This results in education requirements that go beyond routine work, for technical

and professional training, adaptation to collective teamwork, which exercise

creativity, initiative, be bold and prone to challenges. For Kamii (2003), the

educator when interacting with the child, emphasizes learning to put their own

ideas.

Development in the service sector today cannot be resistant to change, although

the new, because it copes with the unknown, can destabilize the worker’s floor. The

business leader, who assumes personal commitment to work and the worker, can

become a transforming agent, developing skills to communicate, work as a team,

manage and resolve conflicts, important skills required in the command of a

company.

 LEARNING TO BE

The report submitted to UNESCO warns that education is a continuous, lifelong

process, constantly updated and that it is at full quality. Thus, learning to be

contributes to the integral formation of the individual, in all sectors of knowledge,

namely intelligence, thinking skills and criteria of logical reasoning, argumentation

based on culture, diversities and scientific knowledge.

Finally, lifelong learning is not limited to classroom pedagogical teachings, but is

based on interaction with the other and with one’s own doing. We know that the

child learns a lot from his peers in whatever environments they are, learn a lot from
what they see and hear in the world. Both in the classroom and outside it, children

acquire the ability to discuss and explore relevant issues in a context of mutual

trust and respect. (SPLITTER and SHARP, 1999)

Learning to be must be valued in today’s world by preparing the individual

throughout life to develop learning to know, learning to do, learning to live together

and learning to be, in the literal sense of the word BEING as a person. Learning

should be integral, without neglecting any potentiality of each individual.

 LEARNING TO LIVE TOGETHER

Learning to live together. Living and working with others, presenting propositions,

participating in plans and projects, celebrating achievements, in family and at

work, this is the direction of fundamental learning. In the educational the same

learning applies. Therefore, it is essential to learn to live with others, with respect

to dignity, diversity, skills of one and the other and to exclude “Bullying” from

social life. Work on projects of common interest, which implies a new attitude

towards oneself, the other and reality.

The discovery of the other allows us to know each other better, because it involves

acting in the field of attitudes and values. Empathy enters this game, knowing oney

it is possible to put one another’s place and learn that peaceful coexistence can be

the way to achieve a better future. The deepening of the teaching of religious, ethnic

and cultural diversity can be fundamental for this learning, because knowledge is

an active instrument in changing behavioral paradigms.

Learning to live together is the mechanism of education for developing people. This

education should tend towards common goals, attenuating differences. When

working in cooperation in sports activities, cultural activities, presentations of book

fairs, professions, the tendency is to establish a coexistence of help, chaining of

ideas and joy. Conflicts lose strength and make room for the construction of a

cohesive, harmonious and happy group, being a reference for future life.

The 21st Century Literacies

IV

CONCLUSION

In the 21st century, all educators play a significant role in shaping the lives and

careers of their students. When teaching and learning is at its best, our students,

our communities; and our nation thrive. Educator preparation leaders are right to

challenge themselves with the question: “What is our role in the changing

landscape of 21st century knowledge and skills?”

In this paper, we hope to confirm the important role these programs play in

developing effective, engaged educators that, in turn, can improve outcomes for all

students. If educator preparation leaders come together to define and implement

approaches that support the teaching and learning of 21st century knowledge and

skills in more purposeful ways, we all benefit.

We recognize that this is extraordinarily difficult work. It requires expanding the

vision of what it means to prepare educators for their future roles. And it takes

dedicated planning, strategic consensus-building, systemic alignment; and robust

partnerships to be effective and sustainable.

The collective leadership of the educator preparation community can play a major

role in establishing this agenda, providing powerful models of support, and

establishing promising practices for success.

Technology has revolutionized each component of society. Teacher is in transition

phase due to the rapid change in technology and student’s changing values.

Teacher can be prepared to use these technologies but handle systematically and

analytically. Technology need to be integrated to achieve the best quality pedagogy.

The courses which incorporate the teaching psychology of teachers must be

incorporated in the developmental stages of pre-service teachers to enhance their

learning. They should be educated in supportive and conducive environment in

which they expect to groom young students. Pre- service teachers should be able to

teach confidently in their domain. Once teacher has an understanding of teaching

content, they would never lose that expertise. Today we must have competent

teachers who have a new set of resources and techniques. Technological aid is an

integral part in effective learning. I conclude by saying of Dr. Karan Singh, ‘We

should develop our youth, who is in higher secondary & colleges in such a way so

there every activity should be for the progress of the country.”

V

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