Developing a framework for revising the curriculum to incorporate future skills such as digital literacy, critical thinking and adaptability, while aligning with global standards

Emmanuel Dumbuya *

Njala University, Njala Campus, Sierra Leone, West Africa.
 
Review
International Journal of Science and Research Archive, 2024, 13(02), 2807-2810.
Article DOI: 10.30574/ijsra.2024.13.2.2483
Publication history: 
Received on 06 November 2024; revised on 14 December 2024; accepted on 16 December 2024
 
Abstract: 
In response to the evolving demands of the 21st-century job market and society, this study proposes a comprehensive framework for curriculum revision that integrates essential future skills—digital literacy, critical thinking, and adaptability—while aligning with global standards. The framework draws upon established models, including the DQ Global Standards, which encompass 32 digital competencies across eight critical areas of digital life, such as identity, use, safety, and communication.
Additionally, it considers the International Society for Technology in Education Standards which guide educators in leveraging technology to create impactful and equitable learning experiences.
The study also references the Organization for Economic Co-operation and Development (OECD) Future of Education and Skills 2030 framework, which emphasizes the knowledge, skills, attitudes, and values students need in the 21st century.
By synthesizing these frameworks, the proposed model aims to equip students with the competencies necessary to navigate and succeed in a rapidly changing global landscape. The implications of this research suggest that educational institutions adopting this framework can better prepare learners for future challenges, fostering a workforce that is proficient in digital technologies, capable of critical analysis, and adaptable to change.
 
Keywords: 
Curriculum Development; Future Skills; Digital Literacy; Critical Thinking; Global Education Standards
 
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0