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Fostering 21st Century Skills in Engineering and Business Management Students

2CG®: A Contemporary Teaching Approach
  • Christina MerlEmail author
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 916)

Abstract

This paper demonstrates how a contemporary teaching approach known as 2CG® method, which stands for content- and context-specific generic competency coaching, can help educators foster 21st century skills in engineering and business management students in the framework of English language programs. 2CG® is built around the concept of peer learning and exchange in student-empowered classrooms and has been specifically designed for learning workers who continually need to improve and practice their skills to succeed in the VUCA world where speed, flexibility, innovation and communication are the key to success. 21st century skills as developed with the 2CG® teaching method comprise critical thinking, problem-solving, creativity, communication, collaboration, curiosity, initiative, persistence, adaptability, leadership, and social and cultural awareness. The teaching approach itself is based on the cornerstones of communities of practice (CoP) and teachers take the role of facilitators who nurture their communities with relevant input and impulses. A blended mix of interactive and introspective teaching activities, collaborative learning tasks, artistic impulses and focused feedback is used to empower students to continually develop their competencies and enhance their qualities as well as take responsibility for their learning.

Keywords

Community of practice Peer learning 21st century skills Teaching approach Learning workers Collaborative learning Student-empowered classroom Artistic impulses Content and context 

Notes

Acknowledgment

The author of this paper would like to express her special thanks to Professor Andreas Pester, Professor Erich Hartlieb, and Professor Michael Auer at CUAS for their kind support and confidence in the effectiveness of the content and context approach to language teaching as presented in this paper. A further thanks goes to the poet Lovelyn Andrade, who gave permission to use her poems for this teaching case. Thanks also to puppet theater experts Angela Sixt and Christian Pfuetze for their artistic support. Last but not least, the author wants to praise her industrial engineering and business management students at CUAS, whose commitment and conributions have delivered invaluable educational insights.

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.TalkShop.ccViennaAustria

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