Applying modified TATE framework in equipping learners with action competence on future skills: Towards learners’ future-readiness

ABSTRACT

To prepare students for contributing to societal development and growth, 21^st century or future skills like critical thinking and problem solving were identified to be essential. However, it seems that while discussing skill development, knowledge of the skill, willingness to act with the skills, and self-belief are often neglected. In addition, inadequacies of teaching practices applied in skill development and acquisition lead to the unpreparedness of graduates to contribute to sustainable development goals. Given these, this study anticipates that to prepare students for the future through education, adequate emphasis must be channelled towards equipping students with knowledge of the skill, willingness to act with the skills, and self-belief in the efficacy of the skills using innovative lesson planning frameworks like the text-analysis-task-exploration framework. This study used a quantitative research design to elicit information from 50 participants on their action competence on critical thinking and problem-solving skills while learning through different lesson planning frameworks. The study provides evidence to show significant improvement in students’ action competence in the above skills using the modified TATE lesson planning framework. The study unpacks the potential of the modified TATE framework in equipping learners with action competence in critical thinking and problems solving skills for the future.

KEYWORDS:

• Future readiness
• Future skills
• Action competence
• Modified TATE framework
• Critical thinking skills
• Problem-solving skills

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Chinaza Solomon Ironsi

Chinaza Solomon Ironsi the main author is an English language instructor at the Rauf Denktas University Cyprus. His research interest cover areas that includes English language teaching and learning, lesson design frameworks, language skill development, and education. He holds a PhD in English Language Teaching. He is married to Sarah Solomon and have two kids; Blyss and Apryl.

Hanife Bensen Bostanci

Hanife Bensen Bostanci the second author is the Director of School of English Preparatory & Foreign Languages at the World Peace University Cyprus. Her research interest covers all areas of language teaching methodologies and practice. She is an Associate Professor of English Language teaching who has presented papers in international conferences and published in highly indexed journals.