Embracing Thinking Diversity in Higher Education to Achieve a Lifelong Learning Culture
Abstract
:1. Introduction
- An individual and self-organized ability to act efficiently in a network organization, which implies a significant development of their self-esteem.
- Thinking diversity to increase the creative potential necessary to solve complex problems and challenges, which implies the development of their self-awareness through the exercise of initiative, emotions, and motivation.
- A lifelong learning culture to make them capable of acting with self-efficacy in new, unknown, and unprepared circumstances.
- RQ1:
- How can a lifelong learning culture be achieved by 2050 (when the oldest Gen Zers are 55 years old)?
- RQ2:
- What would be the ideal conditions so that in 2030 a higher level of thinking diversity can be achieved among Industry 4.0 workers (when the oldest Gen Zers are 35 years old)?
- RQ3:
- What would higher education institutions need to start doing now and keep doing for five more years (because the youngest Gen Zers will be entering university in 2028) to contribute considerably to the requirements of Industry 4.0?
2. Materials and Methods
- Anticipate future situations and their possible impacts.
- Decide on current actions, taking into account possible future scenarios.
- Balance short-term and long-term interests to achieve established goals.
- Determine and control the causes of significant events.
- Strengthen motivation, assuming it is possible to improve the current situation.
- The proference, or descriptive prognosis, which is the intention to know a future that is possible (the “futurible”), that is, the future that might happen.
- The prospective, which is the intention to know a desirable future (the “futurable”), that is, the future wanted to happen.
- The long-term arm of foresight (used for lifelong learning anticipation) is supported by the prediction arm (which gives information about the trajectory of the target, assuming the continuity of the historical pattern).
- The medium-term arm of foresight (used for thinking diversity in Industry 4.0 anticipation) is supported by the “foresighting” arm (which gives an idea of the probable events to which it will be necessary to adapt).
- The short-term arm of foresight (used to anticipate the paradigm in higher education) is supported by the forecasting arm (which represents reasoned judgments about the objective that is believed to be the most appropriate as the basis for an action program).
- Social reality is constantly changing in a non-repetitive way.
- Scientific predictions can only be applied to isolated, stationary, and recurrent systems, but social systems are open systems.
- The prediction is usually derived from present factors that may change or become irrelevant in the future and, as a result, cause false assumptions about the future.
- Predictions accurately derived from the present are rather synthetic and therefore irrelevant.
- The adaptation of future techniques creates the possibility of confusing the analogy with the causal relationship, thus finding a non-existent causal relationship between the variables.
- The first anticipation—related to RQ1—involves achieving a culture of lifelong learning by 2050.
- The second anticipation—related to RQ2—involves how to achieve a thinking diversity suitable for the needs of Industry 4.0, starting in 2030.
- The third anticipation—related to RQ3—implies what strategies should be implemented in 2028 so that higher education Institutions offer Gen Zers the appropriate training (so that anticipations one and two are possible).
- Potential: Everything beyond the present moment is a potential future. This stems from the assumption that the future is indeterminate and “open,” not inevitable or “fixed.”
- Possible: Those futures that we think “may” happen, based on some future knowledge that we do not yet possess but might one day possess.
- Preferable: Those futures that we think “should” happen.
2.1. Futures Studies for a Culture of Lifelong Learning
2.2. Futures Studies for a Thinking Diversity in Industry 4.0
- Advanced literacy and writing.
- Quantitative and statistical skills.
- Critical thinking and decision making.
- Project management.
- Complex information processing and interpretation.
2.3. Future Studies for Training Gen Zers Using the Education 4.0 Framework
- Enhancement of higher education.
- Increase in the cost of this type of education.
- Privatization of some institutions of higher education.
- Establishing high schools by big companies.
- Combine real- and virtual-world information.
- Virtual resources used for teaching.
- Implementation of augmented reality in the real environment.
- Virtual learning environments (VLEs) are used for the transfer of developed knowledge and skills.
- Application of modern technologies.
- Effects of Industry 4.0 on teaching and learning activities.
- Engineering education.
- Education innovations.
- Empirical research and quantitative analyses using questionnaires on aspects of Education 4.0.
3. Findings and Discussion
3.1. The Role of Self-Esteem and Self-Efficacy for Gen Zers
3.2. The Imperatives of Initiative, Emotions, and Motivation for Gen Zers
3.3. The Paradigm Shift in Higher Education
4. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Acknowledgments
Conflicts of Interest
References
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Lifelong Learning Dispositions | Capstone | Milestone | Benchmark |
---|---|---|---|
Curiosity | Explores topics in depth, generating high self-awareness and indicating intense interest and motivation. | Explores a topic with some evidence of depth, providing a perspective with a mild interest in the topic. | Explore a topic at a superficial level, showing little understanding beyond very basic facts. |
Initiative | Generates and seeks opportunities to expand knowledge, skills, and abilities. | Identifies opportunities to expand knowledge, skills, and abilities. | Completes only required works. |
Self-efficacy | Organize activities beyond those required in the workplace. | Seeks additional knowledge beyond job requirements. | Occasionally shows interest in independent pursuit of knowledge. |
Thinking Diversity | Explicitly uses prior learning and applies in an innovative (new and creative) way that knowledge in novel situations. | Shows evidence of attempting to apply previously acquired knowledge in new situations. | Makes vague references to prior learning but is unable to apply different knowledge in novel situations. |
Reflection | It reviews previous learning in depth to reveal significantly different perspectives on experiences and strengthen growth and maturity over time. | It reviews previous learning in some depth, revealing unclear meanings about past events. | Reviews prior learning at a superficial level, without revealing clarified meanings about past experiences. |
Initiative | School Design | Curricular Focus |
---|---|---|
The Green School (Indonesia) | Wall-less, open-air | Sustainability and real-world application |
The Kakuma Project, Innovation Lab Schools (Kenya) | Lessons via Skype | Based on the Sustainable Development Goals |
The Knowledge Society (Canada) | After School Program | Mirroring learning and working environments of technology companies |
TEKY STEAM (Vietnam) | Network of labs | Offers children ages 6–18 courses in STEM fields |
iEARN (Spain) | A global platform for exchange | Projects promoting global citizenship through a digital platform |
Prospect Schools (USA) | Network of schools | Inclusion |
Tallahassee Community College, Digital Rail Project (USA) | Eight-meter-long trailers fully equipped with the latest technologies | Digital skills passports connecting the skills learned with future careers |
Innova Schools (Peru/Mexico) | Education via online and physical spaces | Blended learning model to tailor education for each student |
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Mejía-Manzano, L.A.; Sirkis, G.; Rojas, J.-C.; Gallardo, K.; Vázquez-Villegas, P.; Camacho-Zuñiga, C.; Membrillo-Hernández, J.; Caratozzolo, P. Embracing Thinking Diversity in Higher Education to Achieve a Lifelong Learning Culture. Educ. Sci. 2022, 12, 913. https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12120913
Mejía-Manzano LA, Sirkis G, Rojas J-C, Gallardo K, Vázquez-Villegas P, Camacho-Zuñiga C, Membrillo-Hernández J, Caratozzolo P. Embracing Thinking Diversity in Higher Education to Achieve a Lifelong Learning Culture. Education Sciences. 2022; 12(12):913. https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12120913
Chicago/Turabian StyleMejía-Manzano, Luis Alberto, Gabriela Sirkis, Juan-Carlos Rojas, Katherina Gallardo, Patricia Vázquez-Villegas, Claudia Camacho-Zuñiga, Jorge Membrillo-Hernández, and Patricia Caratozzolo. 2022. "Embracing Thinking Diversity in Higher Education to Achieve a Lifelong Learning Culture" Education Sciences 12, no. 12: 913. https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12120913