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Abstract A substantial amount of research, resources, and effort has been invested in the search for a 'holy grail' of twenty-first century leadership competencies. Ironically, despite the increasing significance of leadership and the substantial investments in uncovering the attributes of successful leaders, concerns persist regarding the quality of leadership worldwide. While the literature extensively outlines 'what' twenty-first century-ready leaders should embody, there remains a gap in outlining 'how' to nurture such leaders. We contrast existing practices that have focused on teaching functional content and relying on retrospective and deficit-based competency models by advocating for a strengths-based perspective. While there has been an increasing interest in positive psychology, which promotes a shift away from prevalent deficit correction approaches towards a framework that emphasises social-emotional and meta-cognitive strengths, character strengths have received little attention in corporate leader development programmes. We argue that nurturing character strengths offers a more sustainable, self-reinforcing process for twenty-first century leader development to overcome the limitations of short-lived leadership training results that fade over time. The Values in Action Classification of Character Strengths and Virtues provides a robust framework for identifying and nurturing these strengths. However, character strengths have traditionally been viewed as personal attributes, rather than leadership competencies. We challenge traditional views on leader development by arguing that character strengths reflect the competencies required of twenty-first century-ready leaders, as these more 'humane' characteristics remain relevant over time and valued across cultures because they represent qualities that are universally appreciated in defining 'what makes a good person'.

The present paper aims to explore the construct and effects of soft and transversal skills to developing efficiently competent students. The methodological construct of the present study is a mixed one. The study design is probabilistic and the method used in it is of the transversal typology. The final answers were collected in a sample cohort of 500 valid responses in three years of undergraduate studies at the Mediterranean University of Albania with a gender distribution of 335 girls (67%) and 165 boys (33%). The results revealed that the sub-tests with the major significant indices were positive attitude and spirit of initiative (r=0.567; p<0.05), teamwork and collaboration (r=0.601; p<0.05), and communication channels (r=0.81; p<0.05). Pearson inter-correlations indices for the 1st and 2nd factor of the soft-skills sub-skills found that the most significant index is related to the sense of motivation axis (optimism and control of the future, legitimate anger, self-esteem, and self-efficacy) (Sig2. p=0.01<0.05, r=0.7054) over the communication resources (persuasion, adversity management, and creativity) (Sig2. p=0.01<0.05, r=0.504). ANOVA test indices showed a strong difference in females (F=1.874; MS=3.2003; df=1.5) and an inverse but the stable difference between the male gender and optimism for the future (F=1.3085; MS=-1.111; df=1.5). In conclusion, indices of the current work revealed the impact that a healthy and optimistic motivation cause on the willingness of learning new skills and competencies and developing an efficient student for the working world. The authors recommend drawing attention to conducting more training programs within the academic curricula for fostering and providing students with basic and advanced skills and competencies to be fully adjusted to the European Union philosophy of life and employability world.

Artificial intelligence (AI) and virtual reality (VR) are interconnected, integrated technologies that help to visualize AI systems and increase the fidelity and interactivity of VR in the educational field. Using VR and AI technology, teachers can promote thinking and knowledge in learning. This research aims to analyze and highlight several research publications that examine the use of VR to improve ES students’ twenty-first-century skills. The systematic literature review method conducts research to identify, evaluate, explore, and interpret all research results relevant to the research questions. This research has identified the potential of applying AI to twenty-first-century learning to revolutionize education through universal access, adaptation, and intelligent content creation for understanding concepts effectively. VR has a positive impact on students and teachers, as well as increasing motivation, understanding, and effectiveness in learning activities. We discovered that integrating VR into twenty-first-century learning among ES students is associated with increased engagement and motivation, better learning outcomes, and improved creativity and critical thinking skills. The results of this research provide constructive insight for teachers to improve the skills of ES students in the twenty-first century.

Abstract This research aimed to fill the existing research gap by examining the relationship between SRL and the 21st Century skills in distance education, highlighting the significance of understanding how these competencies intersect to enhance remote learning outcomes. The research design of this study is a systematic literature review adopting George’s (2008) model. The data were collected through assigning codes, developing themes, comparing and conducting close scrutiny of the codes and themes using 48 articles as secondary data sources. After the data were collected, qualitative analysis was done. The findings of this article have mainly addressed the positive light of twenty-first-century learning. The 21st Century skills fall into three categories: learning, literacy, and life skills. Students’ SRL directly affects their self-efficacy towards distance learning, while other factors, such as readiness and motivation, are also very contributive. The component of self-regulation concerns students ' active learning and taking a reflective role in their cognition, behaviour, emotions, and motivation of academic functioning to fulfill the requirement of twenty-first-century skills. Distance education potentially provides an environment that helps students manage their way of thinking in a way aligned with the 21st Century's needs. Furthermore, within Islamic studies, this research contributes to an emerging discourse on how SRL strategies can be tailored to cultivate critical Islamic perspectives and knowledge acquisition in online educational settings. Abstrak Penelitian ini bertujuan untuk mengisi kesenjangan penelitian yang ada dengan menguji hubungan antara SRL dan keterampilan abad ke-21 dalam konteks pendidikan jarak jauh, menyoroti pentingnya memahami bagaimana kompetensi-kompetensi ini berpotongan untuk meningkatkan hasil pembelajaran jarak jauh. Desain penelitian ini adalah tinjauan literatur sistematis yang mengadopsi model George (2008) dan data dikumpulkan melalui pemberian kode, pengembangan tema, perbandingan, dan melakukan pemeriksaan teliti terhadap kode dan tema menggunakan 48 artikel sebagai sumber data sekunder. Setelah data terkumpul, analisis kualitatif dilakukan. Temuan artikel ini sebagian besar mengarah pada pandangan positif tentang pembelajaran abad ke-21. Keterampilan abad ke-21 terbagi menjadi tiga kategori yaitu keterampilan belajar, keterampilan literasi, dan keterampilan kehidupan. SRL mahasiswa secara langsung memengaruhi efikasi diri mereka terhadap pembelajaran jarak jauh, sementara faktor-faktor lain seperti kesiapan dan motivasi mahasiswa juga sangat berkontribusi. Komponen pengaturan diri yang berpusat pada mahasiswa untuk melakukan pembelajaran aktif dan mengambil peran reflektif dalam kognisi, perilaku, emosi, dan motivasi fungsional akademik untuk memenuhi persyaratan keterampilan abad ke-21. Pendidikan jarak jauh berpotensi memberikan lingkungan yang membantu mahasiswa untuk mengelola cara berpikir mereka sesuai dengan kebutuhan abad ke-21. Selain itu, dalam bidang studi Islam, penelitian ini berkontribusi pada wacana yang muncul tentang bagaimana strategi SRL dapat disesuaikan untuk membudayakan pandangan Islam kritis dan pemerolehan pengetahuan dalam pengaturan pendidikan online. How to Cite: Mahayanti, N.W. S., Suwastini, N.K.A., Dantes, G.R., Suryandani, P.D., & Minxia, Z. (2023). Self-Regulated Learning in Distance Education to Foster Twenty-First-Century Skills. TARBIYA: Journal of Education in Muslim Society, 10(2), 1-26. doi:10.15408/tjems.v10i2.37797.

Book Review: Tales That Touch: Migration, Translation, and Temporality in Twentieth- and Twenty-First- Century German Literature and Culture eds. Bettina Brandt and Yasemin Yildiz

Abstract: The relative importance of racial and class inequality in incarceration in the United States has recently become the subject of much debate. In this paper, we seek to give this debate a stronger empirical foundation. First, we update previous research on racial and class inequality in people’s likelihood of being imprisoned. Then, we examine racial and class inequality in people’s risk of having a family member imprisoned or living in a high-imprisonment neighborhood. We find that racial inequality in prison admissions has fallen in the twenty-first century, while class inequality has surged. However, in recent years, Black people with high levels of education and income were more likely than white people with low levels of education and income to experience the imprisonment of a family member or to live in a neighborhood with a high imprisonment rate. These seemingly contradictory conclusions can be reconciled by the fact that enduring structures of racial domination have made class boundaries among Black people more permeable than they are among white people. Imprisonment in the United States is increasingly reserved for the poor. But because Black Americans are disproportionately connected to the poor through their families and neighborhoods, racial inequality exceeds class inequality in people’s indirect experiences with imprisonment.

This issue includes two special clusters: “Teaching v. Research,” edited by Katie Little, and “The Time of Psychoanalysis,” edited by Ruth Evans and R. D. Perry. It also includes three essays on teaching and contributions to three of our columns: “How I Teach,” “Conversations,” and “Histories.”

Building upon recent work, this paper demonstrates how 21st century recordkeeping concerns are integral to societal grand challenges that have been identified by governments, think tanks, scholarly organisations and affected communities around the globe. Using the example of forced displacement and migration the paper focuses on ways in which recordkeeping is inextricably linked to both the causes and possible digital, policy and educational mechanisms for addressing certain aspects of societal grand challenges. These linkages are significantly under-explored and under-addressed in our field. The paper's principal arguments are that archives and recordkeepers have social and ethical responsibilities toward those individuals who are least empowered to engage with official records and recordkeeping practices or to maintain their own records; and that responding will require implementing archival and recordkeeping practices and policy at supra-national and meta-archival levels. The paper suggests some actions and reconceptualisations therefore, that might move us in that direction.

This study aimed at investigating the acquisition degree of the 21st-century skills of mathematics teachers from the perspective of school principals. The study sample consisted of 75 school principals. They were selected randomly among the public schools. The study instrument consisted of four questionnaires, namely: personal skills, communication skills, technical skills, and teaching skills. Each questionnaire consisted of 30 items. The study results showed that the acquisition degree of the 21st-skills of mathematics teachers was intermediate for the personal and communication skills while it was high for the technical and teaching skills. The results also showed that there are no statistically significant differences ([alpha]=0.05) attributed to the gender variable from the perspectives of the male and female school principals towards the acquisition degree of the 21st-century skills of mathematics teachers. The study recommended utilizing the 21st-century skills of mathematics teachers which will result in improving the teaching process in general.

This study aimed to investigate essential employability skills for English as a foreign language (EFL) students in the Mekong Delta for the context of the 21st century. It was also to determine the similarities and differences between the important employability skills from the perspectives of the employers and EFL students. In this study, a questionnaire was delivered to EFL students who were juniors and seniors at a university in the South of Vietnam, majoring in English Education and English Studies (English Interpreter). At the same time, interviews were realized on both EFL students and employers. The findings showed that both EFL students and employers highlighted the attributes of self-confidence, receptiveness to feedback, and the use of body language in communication. The types of employability skills are similarly recognized among employers and EFL students in the same fields of employment. However, a significant difference was also found among employers on different job-specific skills. The results also indicated that EFL undergraduates were all highly aware of preparing the employability skills for their future professions.

Magic, witchcraft, and divination have been intensely exploited fields throughout the history of anthropological thought. One of the relevance for focusing on this topic in the twenty-first century is that no other field could connect better postmodernity to the past and present of “traditional” societies; another possible focal point is that the magic and witchcraft practices give voice to represent fine recorders for social change within contemporary societies. The “Introduction” of this special issue of Martor overviews the research on this topic in Romania, done in the late twentieth century, but also in these past 23 years, and presents the articles that are included in the volume.

Abstract We hypothesized that consanguineous marriage will remain a risk factor for pregnancy outcome and offspring mortality, but the development in demographic, socioeconomic conditions and increased utilization of maternal and child health care services during postglobalization era would work as a buffer in the reduction of child mortality rates. Data fromNational Family Health Surveys 4(2015–2016) and 5(2019–2021) were pooled and used for the analysis. Binary logistic regression and Cox proportional hazard regression models were used to examine the effects of close (CC) and distant (DC) consanguinity on spontaneous abortion, stillbirth, neonatal mortality, post-neonatal, and child mortality respectively compared to non-consanguinity (NC). The final model showed that the risk of spontaneous abortion (both CC and DC, p

This essay reviews the following works:

This essay reviews the following works:

Purpose: This article provides a historical overview of the progress made in the moral education curriculum (MEC) reform of China's elementary and middle schools in the 21st century and discusses its future prospects. Design/Approach/Methods: The main methods used were textual and policy analyses. Findings: While China's MEC reform is characterized by an openness and modernity achieved through international dialogue, it remains distinctively Chinese. The continued development and improvement of MEC reform can only occur through the careful handling of the various relationships between China and the international community, traditionality and modernity, central and local authorities, as well as theory and practice. Originality/Value: In addition to providing greater insights into and understanding of China's new MEC reform, this article suggests several ideas for the further development of educational reform.

TOLKIEN IN THE TWENTY-FIRST CENTURY: THE MEANING OF MIDDLE-EARTH TODAY. Nick Groom, Pegasus, 2023. 480 p. ISBN 13 9781639365036. $32.00. Nick groom's Tolkien in the Twenty-First Century. The Meaning of [...]

Martin Luther and John Wesley stand as towering reformers and transformers whose influence still defines ecclesiastical theology in the twenty-first century. Luther and Wesley survived 200 years apart in two different countries, and circumstances, and yet their responses to the challenges of their milieus present the lived legacies of Lutheranism and Methodism respectively. Factors contributing to the shaping of their backgrounds and theology force one to argue that: “without Luther’s theology, the development of Methodism was a chance”. The purpose of this paper was to reread the convergencies in the backgrounds and theology of Luther and Wesley and analyse how their life settings and writings influenced the twenty-first-century church. The paper reminds the twenty-first-century church that much as Luther and Wesley’s biographies were influenced by the role of their parents, their conversion through nature, the impact of university life, unplanned marriages, and the fight against orthodoxy. Unfortunately, similar converging life experiences have not been taken seriously to “saltify” the rotting world as individualism and self-gain characterise the modern church. The paper also argues that Apostle Paul’s theology of justification by faith, sola fide, sola scriptura, and sola gratia is central to both Luther and Wesley, and they are the anchors of the twenty-first-century church. This paper does not aim to bring superiority and inferiority intricacies between Luther and Wesley but to use Luther as the role model of Wesley with the two being the beacons of the twenty-first-century ecclesia and ecclesiology.

Inbari, Motti, and Kirill Bumin. Christian Zionism in the Twenty-First Century: American Evangelical Public Opinion on Israel. Oxford: Oxford University Press, 2024. 240 pages. Hardback $29.95 It is common knowledge [...]

Rose Sackeyfio (ed.). 2021. African Women Writing Diaspora: Transnational Perspectives in the Twenty-First Century. Lanham: Lexington Books. 138 pp.The concept of intersectionality is gaining widespread attention and can be a [...]

This article clears a path for employing the affirmative way of interpreting Kant's general theory of religion as a guidepost for twenty-first century religious practitioners. Before attempting such an employment, I correct several misconceptions regarding the affirmative way of interpreting Kant's theory that, if adopted as mainstream, would risk weakening its universal applicability. With this purpose in mind, I consider and respond to a misplaced criticism of my interpretation of Kant's theory of grace, advanced by Douglas McGaughey in 2013. I then assess the current state of a debate that has arisen between several key affirmative interpreters, concerning Kant's reference to the two "experiments" that guide the argument in his Religion. I give special attention to Lawrence Pasternack's 2017 attempt to "dismantle" this whole line of interpretation as one that "may very well not be worth our time." After identifying several serious flaws in Pasternack's argument, I conclude by backing a better alternative developed by Brandon Love. By clearing away two very different sorts of potential roadblocks that could stand in the way of a reader of Kant gaining a fair understanding of the affirmative approach to interpreting his theory of religion, these arguments prepare the way for a concluding attempt to catch a glimpse of how Kant's theory of religious judgment (especially his four guidelines for designing the constitution of a church), if adopted widely by practitioners of various historical religions, could benefit the fractured world we find ourselves in, a quarter of the way through the twenty-first century.

Teacher education had been addressed in various studies. Although many studies attempted to measure teachers' twenty-first century skills, there is still a gap that prompted us to investigate the area from the teacher-educators' perspectives. To accomplish the purpose, this mixed-method study aimed to develop and validate a scale to assess Iranian EFL teacher-educators’ perceptions of twenty-first century skills. To this end, the developed scale was answered by 15 teacher educators through a semi structured interview. After transcribing and analyzing the interview responses, the researcher developed a tentative version of a twenty-first century skills scale which included 26 items. Finally, the researcher distributed the scale among 351 EFL teacher educators. The results of the Exploratory Factor Analysis indicated that the scale enjoyed high validity and reliability. The extracted factors making up three components included agreement, challenges, and implementation. Based on the rotated component matrix, some changes in the organization of the items were made. This study has implications for language teachers, and teacher trainers to design teacher training courses as well as professional development programs.

Despite the relevance of the Borgia family, a black legend has been attached to them for five hundred years. The vision of Rodrigo Borgia and his children, notably Cesare and Lucrezia, has tended to be negative in the various works inspired by their history. This work analyses three audio-visual products of different kinds (a film, a series and a video game) from the early twenty-first century to determine which conception of the Borgia family has been transmitted to the millions of people who have used them. This enables us to see if a new Borgia idea is offered or if the one given by their black legend is still maintained. [ABSTRACT FROM AUTHOR]

This article sets out to tackle the question: 'what can museum anthropology do in the twenty-first century?' It does so by focusing on the doing in a double-sense: on what museum anthropology can do, as in affecting, impacting and achieving, as well as on museum anthropology's own doing, as a particular set of knowledge practices brimming with methodological, epistemological and ontological potentials to be harnessed for its own renewal and for cross-disciplinary fertilization across the academy and beyond the museum itself. The character of the article is programmatic, laying out the program of museum anthropology being developed at LMU Munich, Germany. The article begins by pondering this question explicitly. Then it proceeds by mapping out what has been done, what is being done, and what will be done to address this question at LMU Munich in collaboration with other universities and museums. At the end, the article draws out some of the implications of answering that question for an anthropology not only of and in but through museums, which intervenes in the fields that it studies. [ABSTRACT FROM AUTHOR]