Framing a Curriculum for the Twenty-First Century Competencies

  • Dennis SaleEmail author
Part of the Cognitive Science and Technology book series (CSAT)


This chapter explores and addresses the key considerations that need to be thoughtfully negotiated in curriculum development. It provides a critical analysis and evaluation of what constitutes twenty-first century competencies, how these are best derived from a cognitive science perspective, and the implications for framing educational aims and outcomes. A core valuation is that while we must frame and enact curriculum to meet the demands of industry and provide employability, there is also a need to accommodate competencies for wider issues of well-being and citizenship. There are concerns that technology—especially Artificial Intelligence—may make employability increasingly difficult for more people, and this will provide a systemic new challenge to twenty-first century curriculum planning and teaching.


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Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  1. 1.Singapore PolytechnicSingaporeSingapore

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