The Importance of Social Competence for 21st Century Citizens: The Use of Mixed Reality for Social Competence Learning in Mainstream Education

Introduction

Education is constantly evolving, from curricula developments to new approaches to teaching, learning, and assessment. Engaging the utility of one recent development of mixed reality (MR) technology to assist in developing important traits that lend students to personal success (social competence) is indeed novel. However, the authors posit that whilst much of this innovative work has been evident in the area of special and inclusive education, future developments should seek to apply MR to a wider variety of educational and training issues, and, importantly, be developed for wider application to the diversity of learners that we encounter in our work. Therefore, we conclude by advocating that such work be conceptualised and operationalised with supporting evidence.

This chapter explores the use of MR for social competence learning (SCL) in mainstream education with universal design. The initial motivation comes from the reflection of key competencies for 21st-century citizens, regarding how individual configures their world through the application of critical soft skills – collaboration, communication, critical thinking, interaction, creativity, emotional understanding, problem-solving, and decision making. The purpose of this research is (i) to discuss the importance of SCL in mainstream education, and (ii) to understand if MR can effectively assist SCL by reviewing previous studies. Next, we propose a hypothesis for the exploration of other relevant research — on reviewing the evidence we can then substantiate that MR could be an effective tool for supporting SCL in mainstream education. Finally, for ease of legibility, the research journey is set out in the following sections:

• 1.

  Background - Challenges for Education in a Contemporary World

• 2.

  Theoretical Consideration – Introducing Universal Design and Universal Design Learning

• 3.

  An Introduction to VR, AR, And MR Technology, and Their Application in Social Competence Education

• 4.

  Research Gap Identified

• 5.

  Method and Results of Data Analyses

• 6.

  Discussion – MR-assisted Soft Skills Improvement

• 7.

  Perspectives of Limitations and Challenges

Background: Challenges For Education In The Contemporary World

Education systems are ongoing, being reflective of the changing society that they represent, and incorporating the latest knowledge from applied research. One issue that remains constant in education is the need for individuals to develop and hone their “soft skills”. Thus, it is necessary to review our understanding of soft skills and the social competencies that students need for success - both now and in the future (Kay & Greenhill, 2011). In a busy school curriculum, the development of these skills can become less urgent in the traditional areas of literacy, numeracy, modern foreign language, and science. What is required is a recognition of the increasing demand for one's social competence as we continue to learn and adapt to various novel situations in life. Such an approach is needed to help the individual to develop social abilities and to cope with new and evolving challenges.

Social competence includes the ability to analyse social situations and enact appropriate responses (American Psychological Association, 2022). It encapsulates the ability to get on with others, to be able to have and maintain close relationships, and to be able to respond in adaptive ways on different social occasions (Orpinas, 2010). Given the complexity of human sociality, social competence covers a wide range of cognitive capacities, emotional and behavioural patterns, social awareness, and personal world values related to interpersonal interactions (Orpinas, 2010). Social competence is a key determinant for success in life, in that it is our social competence that frames our abilities and possibilities, helping us realise our true potential. Where social competence is a curricular outcome, particular skills are required - collaboration, communication, empathy, creativity, critical thinking, problem solving, and decision making (Rodriguez, 2018; Sanabria & Arámburo-Lizárraga, 2017; Wu et al., 2021). Whilst social competence learning (SCL) is a recognised term for this concept, it is not broadly understood in mainstream education.