Soft Skills and Multi-Literacies in Demand

Studying the emerging trends in higher education, the salient ones include the rise of blended and hybrid models, along with better integration of learning management systems; greater emphasis on diversity and inclusion, as in student mental health, including accommodations and personalized learning; a shift towards competency-based learning, focusing on skill mastery rather than old-fashioned classroom learning; more simulations; learning from anywhere; more formative assessment replacing high stakes testing; and greater emphasis on life-long learning and upskilling. With the fast rate of technological advancement, along with the disruption it is causing in most jobs, upskilling and life-long learning are playing a more central role in higher education; they are no longer marginal matters, and universities are paying more attention to continuing education. The offerings beyond the regular degree programs are expanding; many are designed to develop the knowledge and skills needed by individuals and firms to remain competitive in a rapidly changing economy. Alumni are being invited back to their institutions to upgrade their qualifications. A teacher, for example, may take courses on emerging applications of artificial intelligence in education. Short, specialized courses are likely to multiply, as are certificate programs. Micro-learning will become more popular with busy professionals, including possibilities for micro-credentials that certify the learning outcomes of short courses or training.

While digital and technical skills will be in greater demand, so will soft skills. Critical thinking, communication, collaboration, and adaptability will become part and parcel of curricula across the disciplines. Educational programs will seek to develop well-rounded individuals ready with the interpersonal skills required for success in the fast-evolving job market. High school transcripts are being re-defined in preparation for higher education and a rapidly changing world. The International School of Geneva has been particularly creative with its “Learner Passport”. Its website states that its new transcripts give a better idea to universities on applicants’ strengths as traditional transcripts, personal statements, and recommendations do not recognize “creativity, thinking across subjects, developing responsibility and citizenship that has been a core part of every child’s education ….” It emphasizes that universities need a broader picture that portrays the breadth and depth of a high-quality education. Its learner passport provides credit for both curricular and extra-curricular activities, reflecting global competence. Working with UNESCO, this school identified seven global competencies including “knowledge, skills, and attitudes” empowering global citizens to contribute to a better world: life-long learning; self-agency; interactively using diverse tools and resources; interacting with others; interacting with the world; multi-literateness; and trans-disciplinarity. Among those competencies, the definition of multi-literacies is striking. Students take note: reading, writing, and numeracy are not enough. Here is the complete list of literacies as indicated by the school:

·       Reading

·       Writing

·       Numeracy

·       Digital literacy

·       Data literacy

·       Technological literacy

·       Coding

·       Media literacy

·       Financial literacy

·       Cultural literacy

    ·       Health literacy

 The future of quality higher education appears to be one of blended learning, capitalizing on the physical presence of institutions while imparting engaging, personalized online learning, possibly enhanced by AI. In parallel, and with a fast-changing labour market, short courses and micro-credentials will proliferate, along with continuing education courses for an ageing population. Soft skills and multi-literacies will be in demand.

Student Voice in Writing

My first-year composition students recently wrote essays  on their former experiences with “voice” in writing. Most of them, except a very small minority of scientifically oriented ones, value voice in writing and wish to express their voices themselves. One of them admitted that she had never thought of the concept of “voice” before joining my class; another asserted that though he is not passionate about writing, when he does write, he likes his writing to be an authentic reflection of his personality. He sees writing as a chance to express himself whatever the subject, including science. Most of the students cherished the few opportunities in high school when they were given a chance to express their personal opinions on literature or movies they were exposed to then. Many did not realize the importance of having a unique voice in writing till they reached university; they now see a strong voice as aiding in the establishment of firm bonds with readers. One student likened voice in writing to a stamp that makes one’s work unique and recognizable, emphasizing that a clear strong voice is important for standing out and expressing ideas without being a follower. Another referred to his voice as a power he possesses that he would like to develop further.

Some of my pupils complained that at school they were not taught to express themselves in writing, but rather to use an objective tone, stating facts and statistics along with others’ opinions to prove a point; one of them went as far as blaming it on the style of teaching in Lebanon. While they appreciated being taught to write in a scientific way, they would have preferred to write more freely, with more thought, as they put it. One student explained how writing helped him come out of his shell after having been shy; it helped change him from an introvert into a more expressive person while another said that he enjoyed expressing his voice even when texting. One girl said she kept a journal at home as her academic writing did not give her enough room to express her personality. A Palestinian refugee seemed happy that writing was helping him to proudly express his identity after having felt dehumanized, like an object. Many admitted that keeping their voice out of their writing was difficult, but they were sensitive to the audience, for example avoiding “hostility”, and trying not to sound sarcastic in disagreement, depending on the context. A pre-medical student regrets that her specialization does not require much voice in writing. Overall, most of my students believe that voice in writing is a powerful tool that should be developed, and that writing does not always have to be serious; it may even be a form of escape. All this, except for perhaps one pupil who believes that “an empty can is the loudest.” I wonder what my readers here think!