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Assignment 3

The document discusses future competences which are general skills applicable to tertiary students to prepare them for emerging future contexts. It describes three dimensions of future competences: subject development focusing on self-learning, object dimension involving digital literacy, and social environment dimension regarding cooperation and communication skills. Learning literacy, digital literacy, and mentalization are highlighted as important future competences.

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ALIFF NAJMI
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42 views4 pages

Assignment 3

The document discusses future competences which are general skills applicable to tertiary students to prepare them for emerging future contexts. It describes three dimensions of future competences: subject development focusing on self-learning, object dimension involving digital literacy, and social environment dimension regarding cooperation and communication skills. Learning literacy, digital literacy, and mentalization are highlighted as important future competences.

Uploaded by

ALIFF NAJMI
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KOD DAN NAMA KURSUS:

LMGG1402 - INOVASI KURIKULUM

SESI PRNGAJIAN:
SEMESTER 1, SESI 2023/2024

TAJUK:
ASSIGNMENT 3: FUTURE COMPETENCES

NAMA PENSYARAH:
DR NURFARADILLA MOHAMAD NASRI

DISEDIAKAN OLEH:
ALIFF NAJMI BIN SHARIZAL (A203626)
According to Kleimola and Leppisaari (2022), the term future competences refers to
those general competencies that are applicable to students in tertiary education and that can help
them prepare to function in newly emerging future contexts. Future competences are frequently
characterized and explained in terms of their applicability to employment and the success that
follows on the job market. Future competences give students the ability to act independently and
solve problems in a variety of contexts and unpredictable situations. Students are understood to
involve not just the application of information and abilities but also character attributes like
attitudes and values. The concept of future competences was recently revised and refined by
Ehlers (2020), who calls it the Triple Helix-concept of Future Skills. There are 17 competence
profiles in the model, all of which are grouped according to how they relate to each other along
three dimensions which are subject development dimension, object dimension and social
environment dimension.

One of the future competence dimensions is the subject development dimension. Subject
development focuses on an individual's capacity to learn, grow, and respond to situations
pertaining to oneself (Kleimola & Leppisaari, 2022). One of the competences relevant to the
future world involving this dimension is learning literacy. Learning literacy can be described as
the capacity of students to acquire knowledge, oversee and manage their own education and skill
enhancement, and assume accountability as learners. According to Kleimola and Leppisaari
(2022), learning literacy have closely related to two concepts, which are self-directed learning
(SDL), which involves students controlling their learning process on their own and self-regulated
learning (SRL), which emphasizes the role of the learner in starting and directing their efforts to
obtain knowledge and skills instead of relying solely on teachers or other instructors. Learning
literacy also requires continuous learning by having a lifelong willingness to learn and an ability
to adjust to changing trends, technology, and methods in order to stay relevant with future
careers. For instance, students must apply learning literacy during internship by learning from
experiences and mistakes such as storing clients’ information in an organized manner, related to
their career throughout the period to enable them to become a successful employee in the future.
Besides that, another future competence dimensions is object dimension. The ability to
act in uncertain future contexts with regard to objects, work tasks, themes, subject matter or
difficulties is referred to as object-related skills (Kleimola & Leppisaari, 2022). One of the
competences relevant to the future world involving this dimension is digital literacy. Digital
literacy is the capacity to evaluate digital technologies critically and to use them effectively for
job, study, and daily living. It emphasizes the importance of digital literacy, digital
problem-solving, technical system management, information selection and segregation and being
aware of new and developing technology. Digital literacy is important for students in the future
world since technology is no longer industry-specific, with contractors managing building
projects through mobile collaboration apps, doctors interacting with patients via remote video
appointments, and warehouse operators utilizing cloud-based management tools.

Other than that, other future competence dimensions are social environment dimension.
Social environment dimension could be described as the capacity of an individual to operate in a
self-organized manner in regards to social and organizational settings (Kleimola & Leppisaari,
2022). One of the competences relevant to the future world involving this dimension is
cooperation and communication competence. Students in higher education are expected to
participate more in multidisciplinary project work and the creation of collective knowledge
during their studies because these are prevalent practices in the rapidly evolving working world
(Kleimola & Leppisaari, 2022). The development of skills that allow students to collaborate and
communicate in both domestic and global settings as well as in multidisciplinary interactions
was thought to be crucial. According to Kleimola and Leppisaari (2022), another research
participant highlighted mentalization which is the capacity to be conscious of not just one's own
thoughts and feelings but also the minds and wellbeing of others as a crucial trait for the future.
It is about looking out for one another. For example, students can discover methods to leverage
an extensive array of digital chances and networks as resources for developing social and
organizational competence, apart from investing in language skills.
REFERENCES

Kleimola, R., & Leppisaari, I. (2022). Learning Analytics to Develop Future Competences in
Higher Education: A Case Study. International Journal of Educational Technology in
Higher Education, 19(17), 1-25. https://doi.org/10.1186/s41239-022-00318-w

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