Fostering Development of 21st Century Competencies and Global Citizenship through Constructivist-Based and Learning-Style Responsive Pedagogy

Introduction

In order for such dynamics to become possible, future approaches to schooling need to support learners, instructional leaders, and families toward attainment of these goals in new ways, which will call for careful evaluation of current approaches to teaching and learning. Zhao (2009) stressed the importance of development of global competence based on a required set of skills and knowledge, with the essential components being foreign language proficiency, deep understanding of other cultures, global viewpoints in thinking and a sense of global citizenship. Others felt schools needed to focus on more than content knowledge to help students develop skills necessary for success in work and life (Rothstein, Wilder & Jacobsen, 2007). Modern schools, comprised of diverse students, teachers, and administrators, are completely different entities than learning environments of years past. Many are grappling with federal and state mandates calling for higher expectations with far less support and resources, paired with increased accountability tied to performance on high-stakes standardized tests with minimal, if any, consideration of more valuable determinants of school success. While the current American educational landscape is riddled with complex and often discouraging challenges, the silver lining might be that certain modern-day school variables, such as increasingly diverse student populations and the advent of digital learning granting unprecedented access to the world via technology, can serve as vehicles for stimulating changes. By embracing these trends, educators can empower students to become more active stakeholders in their own educational journeys and motivate them to continue learning outside the traditional classroom environment. Although, historically, good educators always have aimed to ignite a passion for lifelong learning in their students, modern educators face the additional hurdle of preparing students to become socially conscious, responsible, and contributing global citizens, not an add on, but as a given. Therefore, the role of a 21^st century educator is more complex than ever before and encompasses far more than teaching compartmentalized content knowledge and requisite skills, going so far as to include character education, habits of mind, and encouragement of growth mindsets toward development of 21^st century competencies. Costa and Kallick (2009) believed that character education is grounded in moral values, good citizenship, and thoughtful processes, which require schools to develop climates that foster thinking processes, just as they support development of students who are productive citizens with strong character.