Curricula express the true reflection of what is happening in terms of changes and developments in society, and the twenty-first century is witnessing rapid and successive changes in all areas that must accompany the educational process in the various elements of its systems. Curriculum designers also seek two main goals, namely: First - converting abstract concepts into tangible concepts so that the learner can learn them better, based on the verification of the range matrix (in the depth of the concept), and the dependent (in which the presentation of the concept is included from simple to complex) ), And secondly - access to direct experiences that result from the interaction of the different senses of the learner with the surrounding environment. The current research paper aims to shed light on the nature of the changes that occur in the curricula according to the developments of the twenty-first century. The research paper revealed the main axes of twenty-first century skills: teaching and innovation skills, skills in dealing with information, media and technology, life and work skills. A number of recommendations were made regarding each teacher, training and professional development institutions, science fiction, artificial intelligence, and 3D and 4D printers.
Elhoteby, D. (2021). Twenty-first century curricula bright spots.. The journal Future of Social Sciences, 5(1), 196-206. doi: 10.21608/fjssj.2021.65022.1002
MLA
Dena Elhoteby. "Twenty-first century curricula bright spots.". The journal Future of Social Sciences, 5, 1, 2021, 196-206. doi: 10.21608/fjssj.2021.65022.1002
HARVARD
Elhoteby, D. (2021). 'Twenty-first century curricula bright spots.', The journal Future of Social Sciences, 5(1), pp. 196-206. doi: 10.21608/fjssj.2021.65022.1002
VANCOUVER
Elhoteby, D. Twenty-first century curricula bright spots.. The journal Future of Social Sciences, 2021; 5(1): 196-206. doi: 10.21608/fjssj.2021.65022.1002
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