Parallel Session Proceedings »
2.4.7 Developing 21st Century Competencies to Enhance Leadership Among Gifted Students
What does it take to become a leader and path breaker who makes a difference intellectually, socially, or economically in the 21st century? This is a central concern of gifted education in various countries. This presentation focuses on a powerful means to cultivate leadership: Fostering 21st century competencies from a holistic prospective, integrating cognitive, social and emotional competencies. More specifically, three issues are discussed: 1. Why is there a need to cultivate 21st century competencies? 2. What are 21st century competencies comprised of? 3. How can 21st century competencies be cultivated among gifted students? These issues are discussed in light of the research linking 21st century competencies to scholastic, professional and leadership success. The need for 21st competencies arises out of the information revolution, which requires more complex competencies to fulfill gifted students' potential and perform extraordinarily, becoming leaders and path breakers. The competencies are comprised of capabilities, such as: • Cognitive skills, involving critical thinking and reasoning. • Interpersonal capabilities, relating to communication skills and collaboration with others. • Intrapersonal characteristics, including initiative and conscientiousness. All of the above competencies need to interact together holistically. Successful practices are considered for cultivating 21st century competencies and leadership in gifted programs. Examples of these research-based practices include: • Integrating the competencies into teaching of specific disciplines, as well as interdisciplinary topics, relating to 21st century concerns, such as globalization and entrepreneurship. • Enhancing deep learning. • Utilizing a student-teacher-parent feedback model for developing a growth orientation. • Addressing authentic problems of interest in gifted students' own community, in their region, or in their country. The discussion of the above practices enables researchers and educators of gifted students enhance their repertoire of strategies. Moreover, they may examine these practices, choosing those practices which are best fitted for their students and community, and adapting them culturally for their needs.