Abstract:

Over the years, history tells us that institutionalized education has always been directly linked to social, political and economic macro contexts. Currently, the combination of technology development with the entry of international agencies and their regulatory actions in the field of education has supported a paradigm shift that includes profound changes in the conceptions of role and meaning of school in society, in teaching and learning meaning and about the kind of knowledge to be built in the schooling process. In general terms, we moved from the centrality of content to competence and skills in learning and teaching, which completely changes the curriculum logic, the place of teaching and the purpose of schooling. Beginning in the 1980s, a lot of studies conducted by governments, academics, technology and economic corporations raised the academic and personal competencies and skills needed for future generations, which we now know as the essential skills of the 21st Century released by the OECD. This paper is part of an ERASMUS + KA2 research project EdTech and AI for Essential Skills of the 21st Century, which aims to modernize the design and curriculum of formal education in Europe and to create 21st Century pedagogical material from use of technology and artificial intelligence. In this step, we will present a critical review of technology and artificial intelligence potential in curriculum design to develop the following transversal skills: digital literacy, communication and collaboration, creativity and innovation, autonomous learning and information literacy.

Keywords:

Skills of the 21st Century, Technologies in Education, Artificial Intelligence, Curricula.