000088312 001__ 88312
000088312 005__ 20230914083222.0
000088312 0247_ $$2doi$$a10.1007/s10758-019-09403-y
000088312 0248_ $$2sideral$$a111108
000088312 037__ $$aART-2020-111108
000088312 041__ $$aeng
000088312 100__ $$0(orcid)0000-0003-4530-9645$$aIñiguez-Berrozpe, Tatiana$$uUniversidad de Zaragoza
000088312 245__ $$aTwenty-First Century skills for all: adults and problem solving in technology rich environments
000088312 260__ $$c2020
000088312 5060_ $$aAccess copy available to the general public$$fUnrestricted
000088312 5203_ $$aThe current Information Society requires new skills for personal, labor and social inclusion. Among the so-called 21st Century Skills (Care, Griffin & Wilson 2018) is Problem Solving in Technology Rich Environments (PS-TRE), a skill evaluated in PISA and PIAAC tests (OECD 2016). This skill, although currently receiving considerable attention in compulsory education, has not received the same level of thought in adult education. In this article, the presence of the PS-TRE skill among adults of working age (25-65 years) in Europe is analysed in relation to the factors that potentially affect a higher level of PS-TRE proficiency. This analysis is carried out using structural equations modelling, taking into account socio-personal and educational factors, as well as the use of different skills at work and in daily life. The results indicate that educational attainment and the use of different skills (reading, numerical skills, ICT-related skills) at home and at work, as well as participation in non-formal education activities, decisively relate to a higher level of PS-TRE. This result is positively mediated through risk factors such as being older or being a woman. This study concludes that it is necessary to reinforce these skills, not only in children, but also in the adult population, in order to avoid social and labour exclusion.
000088312 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000088312 592__ $$a0.968$$b2020
000088312 593__ $$aComputational Theory and Mathematics$$c2020$$dQ1
000088312 593__ $$aComputer Science Applications$$c2020$$dQ1
000088312 593__ $$aHuman-Computer Interaction$$c2020$$dQ1
000088312 593__ $$aMathematics (miscellaneous)$$c2020$$dQ1
000088312 593__ $$aEngineering (miscellaneous)$$c2020$$dQ1
000088312 593__ $$aEducation$$c2020$$dQ1
000088312 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000088312 700__ $$aBoeren, Ellen
000088312 7102_ $$14009$$2775$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Sociología
000088312 773__ $$g25, 4 (2020), 929-951$$pTechnol. knowl. learn.$$tTechnology, knowledge and learning$$x2211-1662
000088312 85641 $$uhttps://link.springer.com/content/pdf/10.1007%2Fs10758-019-09403-y.pdf$$zTexto completo de la revista
000088312 8564_ $$s554126$$uhttps://zaguan.unizar.es/record/88312/files/texto_completo.pdf$$yPostprint
000088312 8564_ $$s235772$$uhttps://zaguan.unizar.es/record/88312/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000088312 909CO $$ooai:zaguan.unizar.es:88312$$particulos$$pdriver
000088312 951__ $$a2023-09-13-10:40:41
000088312 980__ $$aARTICLE