Globalisation has created new challenges and opportunities for the economies and society in general. “Societies are changing rapidly and profoundly” (OECD, 2018) and, therefore, to survive and prosper in the current context and in the unknown future a broad range of new skills and competences, often addressed as 21st century skills, are required.
Previous research shows that various terminology has been used to describe them: future competences 3.0 for the unknown future (Mulder, 2016), future skills for employability (CEDEFOP, 2016), employability skills (Kwok, Adams, Feng, 2012; Tesone, Ricci, 2006), survival skills (Wagner, 2008), 21st century skills (enGauge 21st century skills, 2003).
Currently, the new strategic framework “OECD Education 2030” defines such 21st century skills groups: cognitive and meta-cognitive skills (problem solving, creativity, critical thinking, analytical skills, learning, etc.), social and emotional skills (empathy, communication, collaboration, initiative taking, etc.), physical and practical skills (kinaesthetic ability and ability to use tools, e.g. ICT, etc.). It also emphasises a significant component of the learning framework – attitudes and values (motivation, trust, respect for diversity, self-confidence, responsibility, etc.) to be observed at personal, local, societal and global levels.
The purpose of this study is to research ways of developing adult learners’ 21st century skills in a culture-based language learning course applying innovative teaching/learning tools and methodologies.
Theoretical Framework is formed by adult learning and language teaching/learning theories.
In this research the term ‘adult’ is used to denote learners after compulsory learning, both formal and informal. It also refers to students acquiring post-secondary and tertiary education. Characteristics of adult learners is essential to organise learning process. First, adult learners have a “versatile spectrum of experiences, which determines the intellectual, motivational, volitional, and social dispositions of a learner” (Kraus, 2016) and which they bring to the classroom. Second, socio-cultural context (Pätzold, 2011), including cultural differences and values (Hofstede, 1986) and differences among generations (Baby Boomers, X, Y, Z generations) (Rothwell, 2008; Williams, 2018) influence learning. Consequently, Constructivist Learning Theories (the focus on how learners internalise what they have learnt), Anchored Instruction (learning experience centred on a problem-solving activity to make the learning event action oriented), Functional Context Theory (the content connected with work) are essential in adult learning (Rothwell, 2008). Knowledge acquisition through active experiencing and reflection applying problem-centred and task-centred approaches helps to solve problems encountered in the future (Aubrey, Riley, 2016; Knowles, 1984; Dewey, 1938). Furthermore, reflection-in-action and reflection-on-action, i.e., evaluating a situation and making changes required is typical to experienced learners (Schön, 1983; 1987). These premises are also used in language teaching/learning as language is best acquired in social interaction (Vygotsky, 1986; Widdowson, 1978) through experimentation based on previous learning experience, observing and reflecting, which corresponds to Kolb’s learning cycle (Kolb, 1984).
Adult learners are provided with a targeted blended-learning language course created applying CLIL methodology, the content of which relates to the rich intangible European cultural heritage presented in a form of a story, applying innovative methodologies and tools (webquests, case studies, vialogues, design thinking tools, interactive games, etc.) increasing learners’ cultural knowledge and developing relevant 21st century key skills (collaboration, communication, initiative, creativity, analytical reasoning, problem solving, etc.) and improving learners’ language competence.
Blended-learning refers to a language course which combines face-to-face classroom component with an appropriate use of technology (Sharma, Barrett, 2007) comprising 30-79% online teaching/learning (Allen, et.al, 2007).
CLIL methodology (content and language integrated learning) is associated with 4 Cs: content, communication, cognition and culture (Coyle, Hood, Marsh, 2010) which provide opportunities to study content through different perspectives, increase learners’ intercultural knowledge and understanding, and develop language competence.
Consequently, learners acquire knowledge, develop language competences and 21st century skills.