English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The learning discourse of the 21st century is characterized by the emergence of the knowledge economy, and the need for lifelong learning for learners to be able to adapt to the fast and ever changing economies of the society. This has created changing demands for the skill sets of the 21st century learners, such as the ability for critical and creative thinking, the ability for self-directed and collaborative learning, the ability to learn formally and informally, and the ability for both competition and cooperation, etc. The skill sets diverge from the almost single-faceted traditional emphasis on academic abilities, and the knowledge functions of the university is gradually changing. Knowledge creation is being regarded as possible not only by basic and discovery research, but also possible in the process of teaching, clinical practice and multi-disciplinary integration. Knowledge ownership is changing from the ivory tower research professors to combined expectations and ownership of the learners and stakeholders. The significance of knowledge is shifting from its simple significance in terms of discovery to being measured by its utilization and mobilization, and user’s satisfaction. All these have implications for learning, and university teaching is also changing from traditional research based learning modes towards practice and internship, the opportunity for experiential learning, and the opportunity of exchange among an increasingly diversified student body, developed through the agenda of internationalization. The purpose of this paper is to examine these changes and how the changes require our adjustment in our teaching and learning approaches, measurement, and expectations for learning outcomes in university education.

The Changing Knowledge Functions of University in the 21st Century: Implications for Learning and Teaching in Higher Education