Abstract
This chapter explores and addresses the key considerations that need to be thoughtfully negotiated in curriculum development. It provides a critical analysis and evaluation of what constitutes twenty-first century competencies, how these are best derived from a cognitive science perspective, and the implications for framing educational aims and outcomes. A core valuation is that while we must frame and enact curriculum to meet the demands of industry and provide employability, there is also a need to accommodate competencies for wider issues of well-being and citizenship. There are concerns that technology—especially Artificial Intelligence—may make employability increasingly difficult for more people, and this will provide a systemic new challenge to twenty-first century curriculum planning and teaching.
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Sale, D. (2020). Framing a Curriculum for the Twenty-First Century Competencies. In: Creative Teachers. Cognitive Science and Technology. Springer, Singapore. https://doi.org/10.1007/978-981-15-3469-0_7
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DOI: https://doi.org/10.1007/978-981-15-3469-0_7
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