THE UNTOLD STORY: IS THE ENTREPRENEUR OF THE 21ST CENTURY DEFINED BY EMOTIONAL INTELLIGENCE?

2003 ◽  
Vol 11 (3) ◽  
pp. 221-228 ◽  
Author(s):  
Bernadette Cross ◽  
Anthony Travaglione
Keyword(s):  
Emotional Intelligence ◽  
21St Century

Global Citizenship Education (GCED) in The Digital Era: The Unexpected Tool for Peacebuilding. How 21st Century Fluencies Can Shape Sustainable Global Peace?

2021 ◽  
Author(s):  
Nezha El Massoudi ◽  
Keyword(s):  
Sustainable Development ◽  
Emotional Intelligence ◽  
Gender Equity ◽  
21St Century ◽  
Peace Education ◽  
Global Citizenship ◽  
World State ◽  
Research Fields ◽  
Global Peace ◽  
National Analysis

Abstract If education is unanimously recognized as a powerful and impactful tool for social advancement, its use in global affairs as a major component has not yet been fully acknowledged. The current world state, with multiplying challenges amidst a global crisis - caused by the fallouts of an unmanageable pandemic - exposed the limits of multilateralism, undermining international cohesion already struggling over geopolitical rivalries and bursting territorial conflicts. Growing gaps between citizens and governing bodies are threatening the very essence of democracy, the quintessence of people representation, the act of being a citizen. If such struggles arise even within states’ borders, needless to say, building a global citizenship feeling of belonging may prove difficult, requiring exceptional efforts and a strong driver, such as education, leaning on an innovative approach. Peacebuilding through education to global citizenship is one of the pillars of the United Nations 2030 Agenda. In this regard this work is directly relevant to the Sustainable Development Goal 4.7 (Education for sustainable development and global citizenship, and the promotion of a culture of peace and non-violence), an indicator building a basis for decision-making and institutional frameworks, reflecting on citizen political involvement on a local/global level, leaning on the tryptic pattern of foundation/adaptation/integration. GCED could be one of the strongest peace advancement tools to think globally and act locally, by integrating emotional intelligence, creating a common shared value, tackling climate change and gender equity, as women are often in the frontline of rising challenges. This work will investigate and analyze the paradigms of GCED in peacebuilding using a cross-national analysis within the framework of digital humanities and peace studies research fields. KEYWORDS: peace, education, peacebuilding, digital citizenship, emotional intelligence, critical thinking, global security, 21st century skills, peacetech, innovation, empowerment

scholarly journals The Relationship Between Candidates Teachers’ 21st Century Skills and Their Emotional Intelligence Levels

2021 ◽  
Vol 11 (3) ◽  
pp. 527-535
Author(s):  
murat canpolat
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
21St Century ◽  
Teacher Candidates ◽  
21St Century Skills ◽  
Intelligence Scale ◽  
Skill Levels ◽  
Faculty Of Education ◽  
High Level ◽  
The Relationship

The aim of this study is to examine the relationship between 21st century skills and emotional intelligence of teacher candidates. In addition, it was investigated whether teacher candidates’ levels of 21st century skills and emotional intelligence differ significantly according to various variables. This research, which was designed according to the relational screening model, was conducted with 312 teacher candidates studying at Inonu University Faculty of Education. “Multidimensional 21st Century Skills Scale” and “Emotional Intelligence Scale” were used to collect data in the study. Descriptive statistics, difference analysis, Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. As a result of the analysis of the research data, it was found that teacher candidates’ 21st century skills and emotional intelligence are at a high level, that the emotional intelligence and 21st century skill levels of teacher candidates do not differ significantly according to gender, but those who have medium and high overall academic success are 21st. century skills and emotional intelligence levels were found to be high and significantly different. In addition, in the study, it was found that there was a significant, medium, positive relationship between 21st century skills and emotional intelligence of teacher candidates, It was concluded that the level of predicting 21st century skills of emotional intelligence is statistically significant. In the process of preparing students for the future, suggestions were made for the development of 21st century skills and emotional intelligence.

scholarly journals Emotional Intelligence in Creative Process: Enhancing Values in KOMSAS Drama

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 155-161
Author(s):  
Nurul Fasheha Razali ◽  
Harrinni Md Noor ◽  
Farhana Wan Yunus
Keyword(s):  
Mental Illness ◽  
Emotional Intelligence ◽  
21St Century ◽  
Creative Process ◽  
Teaching And Learning ◽  
Mental Health Problems ◽  
Future Generation ◽  
21St Century Learning ◽  
Learning Activities ◽  
School Students

Emotional intelligence (EI) is the ability to control and manage oneself and others in terms of feelings, emotions and behaviour (Goleman,1998). Malaysian National Health and Morbidity Survey (2015) showed that 600,000 children aged between 5 to 16 in Malaysia were diagnosed with mental health problems. Symptoms of mental illness if not treated early can lead to chronic mental illness. Changes in the way of learning in 21st-century learning require the current generation to equip themselves with EI to control feelings in a more challenging learning process (Mohd Faizul, 2017). Therefore, Malaysian Ministry of Education (MoE) is currently encouraging educators to incorporate these values into the teaching process to build a better future generation. In line with the 21st century learning skills communication, collaboration, critical thinking and creativity skills, along with values and ethic will be the focus in education. The purpose of this study is to explores the possibility of incorporating EI into the education syllabus through drama activities in Malay Literature Component known as KOMSAS (Komponen Sastera) for secondary school students. A survey was conducted among 20 experts who have been teaching Malay Language subject for more than 10 years. This preliminary study is aims to identify the understanding of teachers on the application of emotional values ​​and the process of creativity in learning. Moreover, it aims to identify how current educators apply these elements of value into their teaching and learning activities. The findings of this study showed that the teachers are aware of the EI as well as creativity in learning activities. However, the process of applying values ​​and activities happen unplanned and there is a need to design and develop a teaching module that incorporates creative process (CP) and EI in KOMSAS drama.

scholarly journals Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence

2021 ◽  
Vol 9 (4) ◽  
pp. 58-76
Author(s):  
Athanasios Drigas ◽  
Chara Papoutsi ◽  
Charalabos Skianis
Keyword(s):  
Emotional Intelligence ◽  
Everyday Life ◽  
21St Century ◽  
21St Century Skill ◽  
Self Development ◽  
Self Actualization ◽  
Pyramid Model ◽  
Training Strategies ◽  
The Individual ◽  
Extensive Reference

Emotional intelligence constitutes an important 21st century skill that impacts positively several areas of everyday life. It contains competencies that enhance the ability of other significant skills for self-development. The main purpose of this study is to present the way we can develop and improve our emotional intelligence based on the pyramid model and its nine layers. To achieve this goal, the paper seeks to address the following question: What are the metacognitive and metaemotional skills and strategies that can play a key role in developing, enhancing and improving emotional intelligence?Extensive reference is made to the skills that involved in each layer and have been identified as necessary and should be cultivated by the individual leading gradually to the higher levels of self-actualization and transcendence. Furthermore, we suggest some strategies in each layer that work auxiliary and supportive for the cultivation of the specific skills.Metacognitive and metaemotional skills and strategies are necessary to conquer the levels of emotional intelligence and to apply in a variety of contexts with the aim of developing emotional intelligence and self-improvement.

scholarly journals Lead The Way - Why Emotional Intelligence is Needed for Leaders in 21st Century Primary Care

The Physician ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. c4
Author(s):  
Parisah Hussain ◽  
Adbulwahab Ikar ◽  
Terrell Okhiria ◽  
Aran Sivapalan ◽  
Sohini Thakor ◽  
...  
Keyword(s):  
Primary Care ◽  
Emotional Intelligence ◽  
Cardiopulmonary Resuscitation ◽  
Health Outcomes ◽  
21St Century ◽  
Healthcare Setting ◽  
Ward Round ◽  
Improve Health ◽  
The Way

The need for leadership within 21st Century healthcare is ubiquitous, with better leadership being shown to improve health outcomes. Whether that be leading a ward round, an MDT meeting, or even a cardiopulmonary resuscitation; leadership is a vital necessity in a healthcare setting.

scholarly journals Emotional Intelligence in Classrooms

2019 ◽  
Vol 1 (2) ◽  
pp. 21-26
Author(s):  
Rafizah Mohd Rawian
Keyword(s):  
Emotional Intelligence ◽  
21St Century ◽  
Daily Living ◽  
Academic Learning ◽  
Social Situations ◽  
Healthy Relationships ◽  
Learning Patterns ◽  
Personal Strengths ◽  
Motivation And Learning

The 21st century learning requires educators and learners to move beyond traditional academic learning. The fundamental aspects of the “Four Cs” (communication, critical thinking and problem solving, creativity and collaboration) are a prerequisite for the 21st century classrooms. Learners’ emotions in classrooms are now regarded as essential. The study of emotions in classrooms is central to understand learners’ motivation and learning patterns. Nelson and Low (2003) defined emotional intelligence as a confluence of developed skills and abilities to: (1) accurately know oneself in terms of personal strengths and weaknesses; (2) establish and maintain effective and healthy relationships; (3) get along and work productively with others; and (4) deal effectively and healthily with the demands and pressures of daily living. In other words, emotional intelligence is essential to effectively manage behaviours, to navigate social situations and to make decisions. This paper discusses the significant role of emotional intelligence in classrooms as well as the effective ways to enhance learners’ emotional intelligence.

scholarly journals Personality Traits and Positive Resources of Workers for Sustainable Development: Is Emotional Intelligence a Mediator for Optimism and Hope?

2018 ◽  
Vol 10 (10) ◽  
pp. 3422 ◽  
Author(s):  
Annamaria Di Fabio ◽  
Letizia Palazzeschi ◽  
Ornella Bucci ◽  
Andrea Guazzini ◽  
Chiara Burgassi ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Emotional Intelligence ◽  
Personality Traits ◽  
21St Century ◽  
Emotional Stability ◽  
Important Variable ◽  
Life Orientation Test ◽  
Mediation Analyses ◽  
Life Orientation ◽  
Trait Emotional Intelligence Questionnaire

The 21st century is characterized by unpredictable and changing environments that require individuals and organizations to adapt to these challenges and prepare for continuous transitions in the work environment. Optimism and hope are positive resources that are key factors in navigating this post-modern work scenario. Emotional intelligence can be considered as another important variable in this context and furthermore, research has shown it can be increased through specific training. The aim of the present study is to examine the contribution of emotional intelligence in mediating the relationship between personality traits and both optimism and hope. The Big Five Questionnaire (BFQ), the Trait Emotional Intelligence Questionnaire (TEIQue-SF), the Life Orientation Test Revised (LOT-R), and the Hope Scale (HS) were administered to 201 Italian workers. Correlations among variables were calculated and mediation analyses were performed. The results showed that the relationships between personality traits and both optimism and hope are mediated by emotional intelligence. In particular, the contribution of emotional stability, agreeableness, and extraversion on optimism was mediated by emotional intelligence; the contribution of extraversion, emotional stability, and conscientiousness on hope was mediated by emotional intelligence. These results open new possibilities for research and interventions to enhance the personal resources of workers in the fluid scenario of the 21st century by promoting optimism and hope that are facilitated by emotional intelligence in the perspective of enhancing psychological aspects of sustainability and sustainable development.

Odyssey of the Mind

2017 ◽  
Vol 197 (3) ◽  
pp. 46-50 ◽  
Author(s):  
Suzan Z. Wasik ◽  
Jennifer Barrow
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
21St Century ◽  
Soft Skills ◽  
Social Emotional ◽  
Adoption Of Technology ◽  
The Past ◽  
Creative Problem ◽  
The Mind ◽  
Current Curriculum

The career landscape has changed dramatically over the past two decades with the adoption of technology and an increasingly global and virtual workforce. As a result, schools and academic institutions must go beyond current curriculum to teach and develop the new skills and competencies that are required to keep pace with the demands of careers in the 21st century. This article examines the adoption of the Odyssey of the Mind program—a competitive creative problem-solving model—as a way to teach, develop, and demonstrate social emotional intelligence and other related soft skills that are necessary to master for current and future career success.

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