NHẬN THỨC CỦA SINH VIÊN NĂM CUỐI NGÀNH NGÔN NGỮ ANH TẠI MỘT TRƯỜNG ĐẠI HỌC CÔNG LẬP VỀ MỨC ĐỘ SẴN SÀNG NGHỀ NGHIỆP LIÊN QUAN ĐẾN CÁC KỸ NĂNG THẾ KỶ 21
Nội dung chính của bài viết
Tóm tắt
Trong số các kỹ năng thế kỷ 21, tư duy phản biện (CT), sáng tạo hoặc tư duy sáng tạo (CR), hợp tác hoặc làm việc nhóm (CL), giao tiếp (CM), và năng lực công nghệ thông tin – truyền thông (ICT) (gọi chung là 4Cs-ICT) được xem là thiết yếu cho sự sẵn sàng nghề nghiệp, đặc biệt đối với sinh viên chuyên ngành tiếng Anh chuẩn bị làm việc trong môi trường đa văn hóa và định hướng công nghệ. Nghiên cứu này khảo sát nhận thức của sinh viên năm cuối ngành tiếng Anh tại Đại học Công nghiệp Hà Nội (HaUI) về tầm quan trọng của 4Cs-ICT, sự tự đánh giá về mức độ thành thạo các kỹ năng này, cũng như những đề xuất cải thiện. Với thiết kế phương pháp hỗn hợp, dữ liệu được thu thập từ 47 phiếu khảo sát và 11 phỏng vấn bán cấu trúc. Kết quả cho thấy sinh viên đánh giá cao 4Cs-ICT, đặc biệt là CT và CL, nhưng vẫn chưa thực sự tự tin vào năng lực bản thân, nhất là ở CT và CR. Các yếu tố chủ quan và khách quan đều được xác định là rào cản đối với việc phát triển kỹ năng. Sinh viên đề xuất tích hợp 4Cs-ICT một cách hệ thống hơn vào chương trình đào tạo, mở rộng các hoạt động ngoại khóa và dự án, cũng như xây dựng môi trường học tập cởi mở hơn, được hỗ trợ bởi công nghệ. Những kết quả này nhấn mạnh sự cấp thiết trong việc tăng cường kỹ năng thế kỷ 21 cho sinh viên chuyên ngành tiếng Anh nhằm nâng cao mức độ sẵn sàng nghề nghiệp trong thị trường lao động ngày càng cạnh tranh và toàn cầu hóa.
Từ khóa
sự sẵn sàng nghề nghiệp, kỹ năng thế kỷ 21, 4Cs-ICT
Chi tiết bài viết
Tài liệu tham khảo
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Maryuningsih, Y., Hidayat, T., Riandi, R., & Rustaman, N. (2020). Developing performance assessment instruments to measure 4C skills in online discussion activities of science learning. Scientiae Educatia: Jurnal Pendidikan Sains, 9(1), 109–120. https://doi.org/10.24235/sc.educatia.v9i1.7500
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Nguyen, T. K. (2019). Một số vấn đề cơ bản về kỹ năng làm việc HT [Some basic issues of collaborative working skills]. Tạp chí Khoa học Giáo dục Việt Nam [Vietnam Journal of Educational Sciences], 13, 34–38. http://vjes.vnies.edu.vn/sites/default/files/bai_so_7_-_so_13_thang_1.2019.pdf
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Suarta, I. M., Suwintana, I. K., Sudhana, I. G. P. F. P., & Hariyanti, N. K. D. (2017, September). Employability skills required by the 21st-century workplace: A literature review of labor market demand. In International Conference on Technology and Vocational Teachers (ICTVT 2017) (pp. 337–342). Atlantis Press. https://doi.org/10.2991/ictvt-17.2017.58
Tran, T. T. (2015). Is graduate employability the whole-of-higher-education-issue? Journal of Education and Work, 28(3), 207–227. https://doi.org/10.1080/13639080.2014.900167
Tran, T. M. (2023). Integrating 21st Century Skills into Translation Classroom from Students' Perspective. International Journal of TESOL & Education, 3(1), 64–78. https://doi.org/10.54855/ijte.23315
Usman, O., & Suherman, C. (2020). The influence of experience industrial work practices, work motivation, and career guidelines, on student work readiness. Demographic Research, 49, 1–33.
Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in human behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
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World Economic Forum. (2020). The future of jobs report 2020. https://www.weforum.org/reports/the-future-of-jobs-report-2020
Anderson, R. E. (2008). Implications of the information and knowledge society for education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 5–22). Springer. https://doi.org/10.1007/978-0-387-73315-9
Bernardini, S., & Petrović, M. M. (2021). Toward a new profile for twenty-first century language specialists: Industry, institutional and academic insights (UPSKILLS Intellectual Output 1.2). University of Bologna. https://cris.unibo.it/retrieve/e1dcb339-6d39-7715-e053-1705fe0a6cc9/UPSKILLS%20IO1%20Task%202%20-%20Literature%20review.pdf
Bui, L. T. (2012). Nâng cao sức cạnh tranh cho sinh viên Việt Nam trên thị trường lao động trong nước và quốc tế. [Enhancing the competitiveness of Vietnamese students in the domestic and international labor markets]. Tạp chí Phát triển & Hội nhập [Journal of Development and Integration], 6(16), 55–60. http://vci.vnu.edu.vn/upload/15022/pdf/57637c537f8b9a9df28b4584.pdf
Bridgstock, R., Goldsmith, B., Rodgers, J., & Hearn, G. (2016). Creative graduate pathways within and beyond the creative industries. Routledge.
Caballero, C. L., Walker, A., & Fuller-Tyszkiewicz, M. (2011). The Work Readiness Scale (WRS): Developing a measure to assess work readiness in college graduates. Journal of Teaching and Learning for Graduate Employability, 2(2), 41–54. https://doi.org/10.21153/jtlge2011vol2no1art552
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed mode surveys: The tailored design method (4th ed.). John Wiley & Sons Inc. https://content.e-bookshelf.de/media/reading/L-2753682-49f7ffb446.pdf
Dannels, D. P. (2001). Time to speak up: A theoretical framework of situated pedagogy and communication education. Communication Education, 50(1), 56–72. https://doi.org/10.1080/03634520109379240
Doe, R. (2015). Work readiness among graduate students (Doctoral dissertation). LSU Scholarly Repository. https://repository.lsu.edu/gradschool_dissertations/1008
Facione, P. A., Sánchez, C. A., Facione, N. C., & Giancarlo, C. A. F. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1–25. https://www.jstor.org/stable/27797240
Gafour, O. W. A., & Gafour, W. A. S. (2020). Creative thinking skills – A review article. ResearchGate. https://www.researchgate.net/publication/349003763_Creative_Thinking_skills_-A_Review_article#fullTextFileContent
Gagalang, J. L. (2020). Employers’ perspectives on English-major graduates’ attributes, skills, and personal qualities. PalArch’s Journal of Archaeology of Egypt / Egyptology, 17(2), 460–472.
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
Harvey, L. (2001). Defining and measuring employability. Quality in Higher Education, 7(2), 97–109. https://doi.org/10.1080/13538320120059990
Johnson, D. W., & Johnson, F. P. (2014). Joining together: Group theory and group skills (11th ed.). Pearson. https://api.pageplace.de/preview/DT0400.9781292035833_A24580164/preview-9781292035833_A24580164.pdf
Joynes, C., Rossignoli, S., & Fenyiwa Amonoo-Kuofi, E. (2019). 21st century skills: Evidence of issues in definition, demand and delivery for development contexts (K4D Helpdesk Report). Institute of Development Studies. https://www.ids.ac.uk/publications/21st-century-skills-evidence-of-issues-in-definition-demand-and-delivery-for-development-contexts/
Le, Q. H., Lam, H. P., Doan, L. H. A., & Vo, T. T. A. (2022). English-majored students' most common career options and the levels of readiness for the careers. European Journal of Foreign Language Teaching, 6(4), 29–45. https://oapub.org/edu/index.php/ejfl/article/view/4527/7162
Lucas, S. E. (2009). The art of public speaking (10th ed.). McGraw-Hill.
Martin, A. (2008). Digital literacy and the "digital society". In C. Lankshear & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp. 151–176). Peter Lang. https://pages.ucsd.edu/~bgoldfarb/comt109w10/reading/Lankshear-Knobel_et_al-DigitalLiteracies.pdf
Maryuningsih, Y., Hidayat, T., Riandi, R., & Rustaman, N. (2020). Developing performance assessment instruments to measure 4C skills in online discussion activities of science learning. Scientiae Educatia: Jurnal Pendidikan Sains, 9(1), 109–120. https://doi.org/10.24235/sc.educatia.v9i1.7500
Nguyen, M. T., & Doan, T. N. (2021). Impact of Industrial Revolution 4.0 on the Labor Market in Vietnam. Research in World Economy, 12(1), 94–05. https://doi.org/10.5430/rwe.v12n1p94
Nguyen, T. K. (2019). Một số vấn đề cơ bản về kỹ năng làm việc HT [Some basic issues of collaborative working skills]. Tạp chí Khoa học Giáo dục Việt Nam [Vietnam Journal of Educational Sciences], 13, 34–38. http://vjes.vnies.edu.vn/sites/default/files/bai_so_7_-_so_13_thang_1.2019.pdf
Phan, T. T. V., Nguyen, D. T. L., & Nguyen, D. K. (2022). Twenty-first century essential employability skills for English as a foreign language undergraduates in a context of the Mekong Delta. European Journal of Educational Research, 11(2), 1089–1102. https://doi.org/10.12973/eu-jer.11.2.1089
Picatoste, J., Pérez-Ortiz, L., Ruesga-Benito, S. M., & Novo-Corti, I. (2017): Smart cities for wellbeing: Youth employment and their skills on computers. Journal of Science and Technology Policy Management, 9(2), 227–241. https://doi.org/10.1108/JSTPM-04-2017-0014
Potgieter, I. L., Coetzee, M., & Ferreira, N. (2023). University students’ digital world of work readiness in relation to their employability competency. Journal of Learning Development in Higher Education, 27, 1–25. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/922/732
Rana, G., Dubey, D., & Sharma, R. (2024). Effect of teamwork on employee performance. Migration Letters, 21(S3), 1763–1767. https://migrationletters.com/index.php/ml/article/view/9566
Sim, R. C., Su, K. C., & Hyong, K. Y. (2021). QRCV approach to enhancing critical thinking skills in ESP learning. VNU Journal of Foreign Studies, 37(4), 167–181. https://vjol.info.vn/index.php/NCNN/article/view/65716/55398
Suarta, I. M., Suwintana, I. K., Sudhana, I. G. P. F. P., & Hariyanti, N. K. D. (2017, September). Employability skills required by the 21st-century workplace: A literature review of labor market demand. In International Conference on Technology and Vocational Teachers (ICTVT 2017) (pp. 337–342). Atlantis Press. https://doi.org/10.2991/ictvt-17.2017.58
Tran, T. T. (2015). Is graduate employability the whole-of-higher-education-issue? Journal of Education and Work, 28(3), 207–227. https://doi.org/10.1080/13639080.2014.900167
Tran, T. M. (2023). Integrating 21st Century Skills into Translation Classroom from Students' Perspective. International Journal of TESOL & Education, 3(1), 64–78. https://doi.org/10.54855/ijte.23315
Usman, O., & Suherman, C. (2020). The influence of experience industrial work practices, work motivation, and career guidelines, on student work readiness. Demographic Research, 49, 1–33.
Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in human behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
World Economic Forum. (2016). The future of jobs 2016. https://www.weforum.org/reports/the-future-of-jobs
World Economic Forum. (2020). The future of jobs report 2020. https://www.weforum.org/reports/the-future-of-jobs-report-2020