{"id":24114,"date":"2023-02-26T09:11:00","date_gmt":"2023-02-26T16:11:00","guid":{"rendered":"https:\/\/bridge.edu\/tefl\/blog\/?p=24114"},"modified":"2026-03-06T13:32:27","modified_gmt":"2026-03-06T20:32:27","slug":"global-digital-evolution-drives-need-for-21st-century-transferable-skills","status":"publish","type":"post","link":"https:\/\/bridge.edu\/tefl\/blog\/global-digital-evolution-drives-need-for-21st-century-transferable-skills\/","title":{"rendered":"Global, Digital Evolution Drives Need for 21st-Century, Transferable Skills in Today\u2019s Employees"},"content":{"rendered":"
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ESL teachers must prepare students to apply multiple resources and competencies for 21st-century global, digital exchanges<\/h2>\n\n\n\n

Denver, CO –<\/strong> If you work in education, you\u2019ve heard the phrase \u201c21st-century learning skills\u201d many times in the last two decades. However, descriptions of these skills have evolved over time, as has the term itself. While educators or others in the industry may continue calling these skill sets 21st-century learning, many have moved on to titles such as global digital citizenship or digital literacy. And in the employment industry, the terminology is often \u201ctransferable skills\u201d or \u201ctransversal skills.\u201d Educators today are preparing learners for job industries that are complex and constantly evolving. While the initial focus of 21st-century skills may have been on preparing students to navigate complex digital tools, over time the skills have become increasingly focused on soft or human skills.<\/p>\n\n\n\n

Human skills are needed to navigate today\u2019s digital landscape effectively, ethically and safely. For teachers of English as a second or foreign language, instruction to teach this navigation occurs simultaneously with language acquisition. To fully grasp 21st-century or transferable skills, it may be helpful to consider the evolution of the concept.<\/p>\n\n\n\n

The idea of 21st-century learning is somewhat abstract. The ubiquity of the internet and other advances in technology have changed the way knowledge is both generated and applied. In business, this means there have been shifts in the way producers and consumers are linked, in communication transactions and, to put it simply, in the ways employees do their jobs. These changes also correspond to the classroom \u2013 as they should \u2013 as what students learn and how they learn it is changing to reflect the needs of today\u2019s job market.<\/p>\n\n\n\n

For decades, the widespread belief in education was that if learners can master basic skills \u2013 think rote memorization of grammar, mathematics, scientific principles, historical concepts, etc. \u2013 they can then learn the deeper skills. While the foundational skills may be important, that narrow view of educational policy made for a boring classroom. It\u2019s no surprise that the format of 20th-century learning resembled an assembly line, as Sir Ken Robinson so aptly described in his discussion on changing educational paradigms. The public school system was modeled in that way and without vast changes in infrastructure, it was unlikely to change.<\/p>\n\n\n\n

But today, vast changes have taken place and the job market no longer looks or acts the way it did a century ago. Our world is fast-changing with new technologies that can be tools of learning, as well as tools of networking and knowledge sharing. Students are bombarded with information they must sort through, evaluate and use for decision-making in both their personal and professional lives. The concept of literacy has also always been important, but today that translates well beyond the ability to read, with digital literacy adding layers of critical analysis and evaluation. Students are exposed to oftentimes conflicting information and must assess for biases, validity and more, skill sets that did not exist in this capacity in the last century.<\/p>\n\n\n\n

What are transferable skills?<\/h2>\n\n\n\n

While there may be some debate on the specifics of the transferable (or 21st-century) skills valued by employers of today, as different industries may require strengths in different skill sets, the consensus is that these are soft or human skills, such as interpersonal skills, critical analysis and problem-solving abilities, flexibility, adaptability, global awareness, etc. And of course, these skills are important beyond their professional capacity, providing students with the ability to effectively navigate today\u2019s world in their personal lives as well. But for employers, the need for these skills has become increasingly apparent.<\/p>\n\n\n\n

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Educators today are preparing students for jobs that are complex and constantly evolving. <\/em><\/figcaption><\/figure>\n\n\n\n

\u201cThe globalized scenario demands more than competent professionals who are knowledgeable in their fields and subjects,\u201d said Alicia Salomone, Director of International Relations, University of Chile. \u201cIt requires people who can navigate in a changing setting by applying multiple resources and [competencies]. At Universidad de Chile, we define 21st-century learning as a continuous, lifelong process that enhances students\u2019 autonomy, engagement and critical thinking.\u201d<\/p>\n\n\n\n

Global ELT publisher Pearson found similar results in a recent study analyzing the most sought-after skills of today\u2019s employers.<\/p>\n\n\n\n

Pearson released the first Pearson Skills Outlook<\/a> report in November, detailing workforce skills trends and identifying key \u201cPower Skills\u201d needed for today\u2019s economy and individuals’ careers. The top five power skills sought after by employers today include:<\/p>\n\n\n