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Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines.

Data were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources.

The study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement.

The research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework.

The paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions.

The thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century.

In this self-study, a pre-service teacher educator and her students in a pre-service teacher education program course elective – “21st Century Teaching and Learning with Technology” – explored and reflected upon the complexities of imbedding inquiry-based learning as both a method of teaching and for learning about integrating technology into teaching practice. They discovered that inquiry activities incorporating application, synthesis, and critical analysis functioned as effective learning vehicles through which individuals can explore their own orientations and understandings. An authentic task for learning in which students were tasked with taking on responsibility for a cross-disciplinary, multi-grade professional development workshop for classmates proved to be the cornerstone upon which students gained self-efficacy in terms of beliefs in personal abilities to integrate technology, refined pedagogical perspectives, and theorized ways to enhance and nurture inquiry-based teaching and learning environments in 21st century classrooms that infuse technology. Their development was due, in part, to how their instructor presented learning content and modeled practice that was shaped by philosophies of teaching and learning.

The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century.

For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions.

On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed.

Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

The study was conducted to assess the extent of readiness of higher education curriculum in Nigeria in meeting the demands of the 21st century, to identify the possible challenges facing higher education institutes in Nigeria in meeting the demands of the 21st century and to suggest ways of restructuring higher education curriculum in Nigeria to make it responsive to economic social and political demands of the 21st century. The sample for this study consisted of two hundred (200) respondents drawn from the stakeholders in the education industry which includes curriculum planners, lecturers and students. The study employed the descriptive survey design. The instrument for data collection consisted of structured questionnaire and focus group discussion. The findings from the study revealed, among other things, that higher education curriculum in Nigeria is not yet ready to meet the demands of the 21st century. The reasons for this include poor funding, poor infrastructural facilities, corruption, poor technological/ICT knowledge, lack of collaboration between higher education curriculum planners and labour force, etc. Based on the findings of this study, it was recommended that funding higher education in Nigeria should be given priority, and the stakeholders in the labour force and industry should be involved in curriculum planning. Higher education curriculum should encourage practical hands-on experience for graduates of higher education in Nigeria to make them relevant in the 21st century.

Education 4.0 is one of the major transformations in the field of education to improve the quality of teaching and learning processes and prepare students as 21st-century learners. This study aims to examine the effect of Educations 4.0 on creative and collaborative learning of students.

In this correlational research study, a quantitative data collection tool such as a questionnaire is used. This research is conducted on university students (N = 365), and purposive sampling technique is used to achieve the purpose. Statistical Package for Social Sciences (SPSS) version 27.0 is used to analyze the data.

The findings of the study reveal that there is a strong positive relationship between education 4.0 and the two major 21st-century skills, i.e. collaboration and creativity. The value of correlation coefficient value of the variables is 0.597, which indicates positive and strong relationship; hence, null hypothesis is rejected and an alternative hypothesis is accepted.

The results of the current study are beneficial for the school managers to enhance students' two significant 21st-century skills, i.e. “Creativity” and “Collaboration.” Also, the school managers can make efforts to develop teachers' competence to adapt the technological advancements for improving students' creativity and collaboration to benefit their learning.

This is a unique study because there are only a few recent studies that show a connection between Education 4.0 and 21st-century skills. Also, there is no other study that presents the direct association of Education 4.0 and students' creativity and collaboration specifically in the context of Pakistan.

Higher education institutions are undergoing a change in their teaching–learning practices, with the core goal of giving students the necessary skills and competencies to succeed in a complex and uncertain society. This study aims to evaluate the effectiveness of business simulation as a pedagogical strategy for teaching 21st-century competencies to undergraduate students. The study looks at students’ self-perception on how business simulation impacts future skills such as entrepreneurship, employability and sustainability.

The research incorporates a one-week workshop for undergraduate business students using AnyLogic business simulation. For this study, a 24-item skills-based survey was used as the instrument for eliciting input about students’ self-perceptions. To measure the impact of business simulation on overall student learning, a theoretical framework was developed and tested using SmartPLS version 4 for construct reliability, validity and hypotheses testing.

Based on the students’ feedback, the finding shows that most of the 24 soft skills were facilitated by the business simulation used. The simulation significantly affects the development of entrepreneurial and employable skills. On the contrary, it has little effect on enhancing sustainability skills. In addition, the study suggests that factors like gender and expertise had little overall impact on the results.

The most apparent practical implication of this study is that business schools should focus more on skill development by stressing on experiential teaching methods like business simulation to help students build various skills and become more prepared for the actual world of business.

The research presents fresh empirical data that add to the continuing discussion on active learning in business education and assist educators in avoiding some potential drawbacks of these innovative teaching techniques. With the right direction and criticism throughout the simulation, this learning experience has shown to be useful for everyone involved.

School library media specialists (SLMSs) often struggle with assuming leadership roles. Discrepancies existed in perceptions of SLMSs of their leadership preparedness, their opportunities to exert leadership, and their assumption of leadership roles. The purpose of this quantitative study was to explore the perceptions of SLMSs regarding their instructional leadership and to examine the extent to which they practiced instructional leadership. The study was designed to determine whether there were differences between SLMSs perceptions of the importance of their leadership roles and their opportunities to practice those roles. The results of the study indicated that SLMSs perceived all of the leadership roles to be more important than they were able to carry out in practice and that supportive administrators were the most essential factor in providing SLMSs the opportunity to practice and expand their roles as instructional leaders.

Meeting the 21st century skills is critically significant to ensure success in today's world, collegiate context and neoteric careers. This qualitative study turns attention to teachers' mindsets, dispositions and perceptions concerning 21st century life competencies required to meet the current, emerging and future needs of learners.

One-to-one structured interviews were conducted with English as a foreign language (EFL) teachers (N = 8), where open-ended questions were asked in order to determine the participants' perception of, support to, and integration of the life competencies into an EFL classroom setting. In addition, teachers' performance and implementation of life competencies (males and females) was observed in the classroom over a long time.

The results showed that teachers' practices contradict their conceptions of the life competencies. Critical thinking was seen as a priority from teachers' perspectives. Teachers perceived learning to learn and critical thinking as the most important competencies for students to learn. Findings of the study indicated that teachers hold positive attitudes toward integrating life competencies into EFL context; however, they lack a clear vision about how to incorporate them.

This study recommends equipping teachers with professional training and customized orientations offering new insights into how life-competency-oriented instruction might be designed.

Career readiness should be a prominent aim of education where students are equipped with life skills or competencies. EFL practitioners need to understand, support and implement life-competency-instruction.

The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians.

The preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology was used in this study.

Based on the data, academic librarians must develop a foundational understanding of 21st century pedagogies and digital skills to teach in an online environment.

This review paper considers the emergent teaching role of the academic librarian within the digital environment. The themes in the findings highlight the importance of digital pedagogical knowledge and digital fluency of academic librarians as a teacher within the digital environment in higher education.

This chapter provides an outline of how the essential elements of problem-based learning (PBL) can be adapted to enhance inquiry-based learning environments and in the process teach 21st century skills. It uses a case study of a first-year nursing course at a regional Australian university to show how essential PBL elements can be adapted in an ‘ePBL’ context, following five ePBL steps. Overall, it is argued that a carefully mapped outset of learning outcomes and PBL problems designed as inquiry-based activities provide a ‘liquid learning’ environment that will ultimately prepare confident graduates who will be able to take full advantage of the 21st century learning and professional contexts in which they find themselves.