Abstract:

Problem:
The world has become complex and multi-layered. In times of multiple crises and serious transformations, it is important not only to solve problems symptomatically, but also to understand how change can be achieved in the long run. Economic, technical and social considerations all play a role and systems need to be transformed from the ground. Challenges such as digitalization, migration and poverty, climate change, or the application of artificial intelligence can only be overcome if people are educated for future change.
An intensive discussion about the so-called future skills or 21st century skills is also needed in higher education. Study programs should incorporate those skills into their curricula and consider how students can be optimally trained for future-oriented actions.

Current understanding:
Looking at the current situation at universities, the discussion about future skills is taking place and the institutions are aware that the teaching of 21st century skills is essential for educational quality. However, if we look at the curricula in detail, there is a lack of a comprehensive concept of how the skills should be taught and integrated. In addition, the term 21st century skills is interpreted in different ways. In this paper, future skills are understood to be those skills that enable graduates to master the challenges of the future in the best possible way (Ehlers, 2019).

Research question:
If future skills are placed at the center of curricular development, then the learning concepts must be taken into account. Conceptual in comparison to factual knowledge will gain importance and skills like creativity, critical thinking, reframing, decision-making under ambiguity or embedding solutions into a broader context must be taught with new didactic formats. It needs an approach, that integrates future-focused competences into the DNA of a program.
The central question is: How can 21st century skills be integrated into the educational profile, the curricula development and the design of single courses, in order to prepare master students as good as possible for the future challenges in their later working environments?

Case study design:
To answer the research question a case study has been developed and evaluated by faculty members, program administrators, industry experts and students. The integration of future skills was analyzed and discussed on three levels:
a) the educational profile
b) the curriculum and
c) different syllabi of selected courses.
By analysing the prototype from different perspectives conclusions for future program development have been drawn.

Findings:
The results are relevant to all people responsible for program development. The case study shows the potential of integrating future skills to obtain the future readiness of the whole study program. Three main recommendations can be drawn from the case study:
First, the selection of future skills should be aligned with the educational profile. For each study program an individual skillset is needed.
Second, when designing the curriculum future skills should find integration at several points . Only having a module for future skills is not sufficient, it needs an cross-course didactic approach with a high degree of coordination among lecturers.
Third, appropriate courses that provide future skills should be selected. Not every topic is suitable and future-relevant problems must be addressed. Uncoordinated repetition should be avoided.

Keywords:

21st century skills, future readiness or study programs, curricula development, case study.