Current and future employability patterns and skills are changing. Technological advancement, digitalisation and globalisation have created challenges and opportunities for the economies and society. Worldwide 44% of employees have already felt the impact of changing work environments. The question of new skills and competences needed to survive and prosper in the current context is becoming more and more significant.
Recent researches conducted worldwide on future skills (Artess, et.al, 2017; Cedefop, 2017, 2018; Grundke, et.al, 2017; OECD, 2018; 2019a; 2019b; Warhurst, et.al, 2017; World Economic Forum, 2018) find analytical thinking, complex problem-solving and ideation, creativity, originality, initiative, critical thinking, communication, collaboration, cultural awareness, active learning, ability to communicate in several languages crucial for future life. The skills highlighted above may be defined as 21st century skills (Luka, 2019).
To meet the changing needs and develop appropriate skills and capabilities, ‘new learning approaches are required nationally and internationally across all fields of study’ (Wrigley, Straker, 2017, 374).
The current research studies the development of adult learners’ 21st century skills and competences in a culture-based blended-learning language course.
The aim of the research: evaluate the target course created and the development of adult learners’ 21st century skills and competences during the course implementation in 6 EU countries and suggest the improvements required.
To attain the goal of the course, appropriate teaching/learning methodology has to be selected and applied. It is essential to take into consideration adult learning specifics when selecting teaching/learning methodologies and tools and the course content.
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, including students acquiring post-secondary and tertiary education.
Adults are characterized by maturity, self-confidence, autonomy, solid decision-making, and are generally more practical, multi-tasking, purposeful, self-directed, experienced, and less open-minded and receptive to change than children. All these traits affect their motivation, as well as their ability to learn (Pappas, 2013; Kraus, 2016; Luka et.al, 2020).
Learning is also influenced by the socio-cultural context (Pätzold, 2011), including cultural differences and values (Hofstede, 1986) and generational differences (Rothwell, 2008; Williams, 2018).
Hence, a course for adult learners shall be based on classic adult learning principles established by adult education pillars – Knowles (1984), Kolb (1984), Rogers (1996), Illeris (2004) taking into account the given socio-cultural context, learners’ backgrounds, needs, motivation, learning styles and strategies.
These principles are also used in language teaching/learning as language is best acquired in social interaction (Vygotsky, 1986; Widdowson, 1978; Biggs, Tang, 2011) through experimentation based on previous learning experience, observing and reflecting (Kolb, 1984). Socio-constructivism theory is applicable therein.
A blended-learning course (Heinze, Procter, 2004; Bueno-Alastuey, et.al, 2014) applying CLIL methodology (Coyle, et.al, 2010; Stevie, 2018) has been created and introduced in adult learning. The course content deals with the rich intangible European cultural heritage – customs, games, oral forms of creativity, knowledge and skills, associated instruments, objects, artefacts and cultural spaces; language and oral traditions, performing arts, social customs and traditional crafts (UNESCO, 2018). It is presented in a form of a story/script, applying innovative methodologies and tools – webquests (Laborda, 2009, Bahč, 2016; Aydin, 2015), case studies (Stone, Ineson, 2015), vialogues, podcasts, design thinking tools (Liedtka, Ogilvie, 2018, Ray, 2012, Baeck, Gremett, 2012), interactive games, etc. Through learning cultural heritage, learners increase their cultural knowledge, develop relevant 21st century skills (collaboration, communication, initiative, creativity, analytical reasoning, problem solving, etc.) and improve English language competence.
In ECER 2019 the course construct was presented (Luka, 2019). This contribution deals with the findings gained from adult learners and course teachers after the course implementation.