The interrelationship between 21st century skills that enhance graduate employability

Abstract

Purpose

This study investigated how cooperative learning (CL) enhanced 21st century skills and knowledge to assure English as a Foreign Language (EFL) students’ employability.

Design/methodology/approach

This mixed experimental study comprised a sample of 64 students enrolled in an EFL program at a private university in Ecuador. The experimental group received CL, while the control group had traditional teaching for 14 weeks.

Findings

Results showed that CL significantly improved 21st century skills, particularly problem-solving and enhanced the academic performance of English learners, which supports their employability. Participants also had a positive view of CL, noting its effectiveness in developing self-regulated learning skills such as task management, seeking help and self-assessment.

Originality/value

The originality of this study lies in its specific focus on the impact of CL on English students’ self-regulated learning and 21st social skills in the context of Ecuadorian post-Covid-19 lockdown.

Citation

Vargas-Saritama, A., Espinoza-Celi, V.S. and Carrión-Robles, F. (2024), "The interrelationship between 21st century skills that enhance graduate employability", Higher Education, Skills and Work-Based Learning, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/HESWBL-01-2024-0012