Future skills is currently one of the most frequently quoted buzzwords.

Quoted?

Not really, because everyone is defining new skills every week that are supposedly relevant today in order to help shape the future.

In a meta-study, Ulf-Daniel Ehlers and his team have identified more than 250 different skills that are subsumed under the keyword “future skills”. And from this, 17 Future Skills profiles were generated to provide a point of contact.

Meanwhile, new definitions of future skills continue to sprout from all kinds of people and institutions. This eldorado of terminology can hardly offer any real orientation as to what really matters in this VUCA world of the 21st century.

But it is a business model: educational institutions use it to advertise. There are rows and rows of books on future skills in bookshops. Written by consultants and people who, building on this, are rolling out further offers and programs to help companies “upskill” their employees.

What is happening here?

And how do we free ourselves from this arbitrary approach that everyone can brand yet another skill for themselves and throw it into the ring?

It’s good that lifelong learning now seems to have become part of everyday life. All well and good. But it doesn’t help us if people end up in burnout because they have to add another skill to their CV.

Over the last few weeks, I have spoken to various experts whose views I really appreciate with regard to “future skills”. This resulted in three interviews that flank our Digital Competence (DQ) approach, which we published recently.

But first things first. Let’s first sort out in three steps what the Future Skills debate is all about – and what we can learn from it.

Step 1: Future Skills: A new era of skills development?

In view of the diverse perspectives on the topic of future skills, a few basic considerations can be derived. This is a summary of the two interviews with (on the one hand) Prof. Werner Sauter and (on the other) Prof. Ulf-Daniel Ehlers.

What’s new?

Extended competence definitions:
Future skills go beyond traditional 20th century skills and include soft skills, digital competence(s) and the ability to adapt to rapidly changing technologies, working environments and living conditions.

Focus on lifelong learning:
The emphasis is on continuous education and the acquisition of new skills throughout the career path, not just in the initial phase of vocational training. Learning to learn is becoming the prominent buzzword of our time.

Integration of AI and technologies:
There is a growing recognition that understanding and dealing with artificial intelligence and other technological innovations could become key competencies.

Advantages of the debate

Preparing for the future:
The discussion about future skills helps to mentally prepare and challenge individuals and organizations for the demands of a digitalized and automated future.

Adaptability and resilience:
It promotes flexibility and resilience in a fast-paced working world and an escalating climate crisis that demands new answers.

Inclusion and diversity:
By focusing on diverse skills, different talents and backgrounds can be better integrated and utilized. We are moving away from deficit thinking and towards potential thinking.

Possible disadvantages of the debate

Overemphasis on technology:
The strong focus on digital and technological skills could undervalue fundamental skills and knowledge. Will people still be able to act in the future if they do not have access to technology?

Lack of clarity and excessive demands:
Multiple and sometimes contradictory definitions of Future Skills can cause confusion and put pressure on individuals and educational institutions. The deficit thinking that you can’t personally cover all the desired needs can discourage people – even those who previously liked to see themselves as teachers.

Barriers to access:
Not everyone has equal access to the resources and educational opportunities needed to acquire these skills. This is where the education system has a greater role to play in developing suitable infrastructures and mindsets that empower people. But are the institutions themselves prepared to adequately scrutinize and reposition themselves?

Effects on the labor market and society

Better adaptation to market needs and social changes:
By acquiring skills that meet current and future market requirements, people can increase their employability and willingness to act. We need every single talent to transform society into a sustainable, smart world of tomorrow.

Promotion of innovation:
By combining different skills, innovation and creativity can be promoted. This enables the establishment of new companies, encourages the willingness to try out new approaches and supports civil society in seeking new solutions off the beaten track.

Social resilience:
A population equipped with Future Skills is better able to deal with the challenges and opportunities presented by AI and other technological developments. It seizes the potential, keeps an eye on the risks and negotiates new framework conditions for the 21st century in a collective discourse.

First summary

Overall, the focus on future skills offers a valuable perspective to make both individuals and societies more resilient, adaptable and innovative in the face of rapid technological and labor market changes.

At the same time, it is important to maintain a balance between new and traditional skills and to ensure that education and learning resources are widely and equitably accessible.

Step 2: DQ and future skills: a society-wide approach

At the end of 2018, we had also developed a meta-framework ourselves, which we called Digital Competence. It is somewhat more complex in structure, because in our thinking competence cannot be linked solely to the individual person, but also requires systemic prerequisites and networks.

In this respect, we do not “measure” the individual person, but see them as part of a team or even society. The question then arises – and every single person should ask themselves this question: What contribution can I personally make to raise the digital literacy quotient that is needed today in society as a whole?

Admittedly, it is abstract and not easy to understand. But once you’ve got the hang of it, it becomes clear that not everyone has to be able to do everything. However, you need the right pieces of the puzzle in your own network in order to not only survive these days, but to be an active part of it.

If you are interested, you can take a closer look at this here, as we have now broken down all the potentially required skills etc. in more detail.

If we combine this DQ view with the various perspectives on Future Skills, a comprehensive picture emerges:

Integration of the digital intelligence quotient (DQ)

Supplement to Future Skills:
The digital intelligence quotient (DQ) can be integrated as a key component in the discussion about future skills. It offers a society-wide perspective that goes beyond individual skills and considers the digital skills of society as a whole.

New perspectives and advantages

Holistic approach:
The DQ provides a more comprehensive view of a society’s digital capabilities and emphasizes the importance of collective intelligence in the digital era.

Targeted skills development:
With the DQ, specific skills gaps can be identified and addressed in a targeted manner in order to promote the efficient and sustainable use of digital technologies for society or the team as a whole.

Inclusion and distribution:
The DQ approach makes it possible to distribute digital skills more fairly and in line with needs within different sections of the population.

Possible challenges

Measurability and practicability:
The challenge lies in the quantification and practical application of the DQ as a measure of digital competence. It is complicated to really want to “measure” the DQ without ending up in a mathematical super gau.

The dynamics of digital development:
The rapid evolution of digital technologies requires continuous adaptation and updating of the DQ and the associated competence framework.

Effects on the labor market and society

Better prepared for digital challenges:
The DQ can help to comprehensively prepare society for the challenges of digital transformation, which is particularly relevant in the context of AI and automation. It broadens the view beyond the individual and makes it possible to work on solutions in a more systemic way.

Promotion of education and training:
With the DQ as a guide, educational institutions and companies can offer more targeted programs to develop digital skills and frameworks.

Promoting a culture of innovation:
The overall societal view of the DQ promotes a culture of innovation and creativity by emphasizing the importance of digital skills in all areas of life.

Second summary

Overall, combining the DQ perspective with the current discussions around Future Skills offers a deeper and broader perspective on the need to develop and promote digital skills in a rapidly changing world.

The DQ approach complements the debate on future skills through its holistic and society-centered focus and can thus contribute to more effective strategies in education, the labor market and social inclusion.

Step 3: Integration of development-oriented education in Future Skills and DQ

This step is based on a conversation with Christof Arn, Jean-Paul Musch and Christian Stalder, who together are building the famous University for Agile Education in Switzerland.

How does ChatGPT summarize this conversation for me, given the complexity outlined above?

1. create dynamic learning cultures

Application of development-oriented approaches:
Arn, Munsch and Stalder emphasize the importance of development orientation in education. This means that educational institutions should create flexible, constantly evolving learning environments that allow learners to continuously adapt and grow.

Focus on experience-based learning:
Practical experience and experiments should be emphasized. This supports the development of future skills by enabling learners to learn through real action and reflection.

2. teachers as chaperones

Redefine the role of the teacher:
Teachers should see themselves not only as imparters of knowledge, but also as developers and guides in the learning process. This is in line with the development-oriented education called for by Arn, Munsch and Stalder, which places a stronger focus on individual learning paths and needs.

Training and reflection:
Teachers should be regularly supported in their own development to continuously improve their skills in relation to Future Skills and DQ.

3. take inclusion and diversity into account

Integration of different backgrounds:
The recognition and inclusion of different talents and backgrounds, as mentioned in the interview, is crucial for inclusive education that includes all learners regardless of their background.

Promote individual learning paths:
Different learning styles and needs should be recognized and included in the design of learning programs. This supports the development of a broad spectrum of future skills.

4. collaborative learning and cooperation Strengths

Promotion of teamwork and networks:
As emphasized in the interview, educational institutions should promote collaboration and exchange between learners in order to strengthen social skills and teamwork.

Interdisciplinary projects:
The introduction of interdisciplinary projects can help to integrate different areas of expertise and promote creative thinking.

5. develop reflection and critical faculties

Critical thinking and self-reflection:
An important aspect of development-oriented education, as discussed in the interview, is the ability to self-reflect and think critically. This should be anchored in educational programs to support the development of future skills and DQ.

Third summary

The integration of development-oriented education, as proposed by Arn, Munsch and Stalder, into the discussion about Future Skills and DQ requires a holistic, adaptive and inclusive approach.

This approach takes into account the individuality of learners, promotes a culture of lifelong learning and continuous adaptation, and places the teacher as the central actor in this process.

By incorporating these elements into our education systems, we can shape a society that is better prepared for the challenges and opportunities of a digitalized future.

What do we learn from this?

The future skills discourse has generally become so flattened that it is really difficult not to get caught up in banal statements. I don’t know whether I succeeded in doing this here – I would need more time to do so. But it is perhaps a good starting point for people who want to see these different, progressive thought patterns in exchange with each other. (Without wanting to say that I am progressive, but my conversation partners are).

What do we do with it now?

That’s right, we need more modern learning strategies that replace traditional thinking and open us up to the world of today and tomorrow.

So let’s ask ChatGPT again which learning strategies he was able to identify via the various conversations and materials.

Beyond the Books: Learning strategies for the future

The methods and approaches emphasized in the inserted materials, which make it possible to learn important future skills and which have perhaps been underemphasized in traditional educational practice, include various innovative and future-oriented approaches:

Project-based learning:
This method focuses on learning through active participation in real projects. This approach helps to transfer theoretical knowledge into practical applications and promotes critical thinking, problem-solving skills and teamwork.

Agile learning and teaching:
This approach emphasizes the importance of flexibility and adaptability in the learning process. Agile methods involve iterative processes in which feedback and continuous improvement play a central role.

Blended learning and digital platforms:
The combination of traditional teaching and digital learning formats enables more flexible and accessible education. Digital platforms also offer opportunities for interactive learning and the use of online resources.

Competence-based learning:
Instead of focusing on grades and standardized tests, this approach emphasizes the development of specific competencies. This approach is particularly relevant for learning future skills, as it emphasizes the individual development and application of skills.

Interdisciplinary learning:
This method integrates different subject areas and promotes a more comprehensive understanding of topics. This is particularly important for Future Skills, as complex challenges often require a multidisciplinary approach.

Social and emotional learning (SEL):
The development of soft skills such as emotional intelligence, empathy and social skills is emphasized in these approaches. These skills are crucial for cooperation and understanding in a diverse and globalized world.

Self-directed learning:
Learners are given more autonomy and responsibility for their learning process. This promotes initiative, motivation and lifelong learning.

Practical experience and excursions:
Through direct experience in the real world, such as internships, excursions or cooperation with companies, learners can gain practical insights and apply relevant skills directly.

Critical reflection and ethics in education:
Fostering critical thinking and ethical judgment is crucial to educating future-ready citizens who are able to tackle complex social and global challenges.

Fourth summary

These methods and approaches represent a modern understanding of education that aims to prepare learners for the complex and dynamic challenges of the future. They expand the traditional educational approach to include important dimensions that are essential for the development of future skills.

And now?

I asked ChatGPT for an abstract visualization for step 4.

What do you think? Still too banal?

If you want to delve deeper into the accompanying competence debates, this way, please 🙂